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Compliments of 



Brother /Tfcaurelian, f, S. C. 



SECRETARY AND HANAGER 



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Seal of the Catholic Educational Exhibit, World's Columbian 

Exposition, 1893. 




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De La Salle Institute, Chicago, III. Headquarters Catholic 
Educational Exhibit, World's Fair, 1S93. 



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FINAL REPORT. 



Catholic Educational Exhibit 



World's Columbian Exposition 



Ctucaofo, 1893 




BY 



BROTHER MAURELIAN F. S. C, 

Secretary and Manager^ 



TO 



RIGHT REVEREND J. L. SPALDING, D. D., 

Bishop of Peoria and __-»- 



President Catholic Educational ExJiibit^ 



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Introduction 



Letter from Rig-lit Reverend J. Ij. Spalding-, D. D., Bishop of Peoria, 

and President of the Catholic Educational Exhibit, to 

Brother Maurelian, Secretary and Manag-er. 

My Dear Brother Maurelian: Your final report, made to me, as President 
of the Catholic Educational Exhibit, at the World's Columbian Exposition, is evi- 
dence of the intelligence and earnestness with which this enterprise has been under- 
taken and brought to end. Of your zeal and unflagging interest in the work, the 
success of which depended, in so large a measure upon you, I need not speak. To 
have done well is enough, is more than praise. The ends for which the Exhibit 
was made have been attained. It was made possible by the generous co-operation 
of those who are engaged' or interested in Catholic Education, in whatever part of 
the country, and had it done nothing more than show how united these willing 
workers are, the gain would not be small. In presenting the results of their labors 
to the world, in so far as this is possible in an Exposition, they proved their confi- 
dence in the worth of what they are doing and their desire to submit its value to the 
test of enlightened criticism. Not to know our educational work, our system and 
methods, is henceforth inexcusable. No one now, who respects himself, will affirm 
that our parish schools are inferior to the public schools, or that our teachers 
in appealing to the heart, the conscience and the imagination, lose sight of the 
importance of quickening and training the mental faculties. In the Catholic Di- 
rectory for 1894, 768,498 pupils are reported as attending our parochial schools, 
and the number is rapidly increasing. When we consider that our school system 
is a work of conscience, which involves a very large expenditure of money and 
labor, it may be held to be, from a moral standpoint, the most important fact in 
our national life. For various reasons it is worthy the attention of enlightened and 
patriotic minds. It is the only elementary education in the United States which 
holds to the traditional belief that the morals of a people can be rightly nour- 
ished and sustained only by r ligious faith. Whether a purely secular system of 
education will not prove fatal to reli ious faith is as yet a matter of doubt, it 
being in no way doubtful that the basis of popular government is popular virtue. 
What Catholics then are thus doing deserves consideration, though it be looked 
at as an experiment or as a survival of what is destined soon to pass away. Indeed, 
the best people in America, if the case be presented simply as it is here presented feel 
an interest akin to sympathy in Catholic schools: and our position is really altogether 
plain and simple. We believe that religion is an essential element of human life, and 
therefore of human education, and, we establish and maintain schools in which we 
strive to put this belief into practice. 

We do this as a matter of conscience, and without ulterior views. In this 
country, at least, Catholics claim and exercise a large freedom of opinion, and 
hence we are not surprised to find among them, men who have plans and schemes for 

11 



12 FINAL REPORT CATHOLIC EDUCATIONAL EXHIBIT. 

the overcoming of whatever difficulties; but the church is not responsible for their 
views and does not commit itself to them. If here and there a compromise has 
been proposed with the purpose of getting support from the public moneys, or ag- 
itation for a system of denominational schools has been recommended, this has been 
done by individuals, who have never succeeded in gaining a numerous following. 
The Church has contented itself with urging the establishment and support of par- 
ish schools. Double taxation for education is, of course, a grievance; but the Cath- 
olics of the United States believe in free schools for all, and since the religious 
condition of the country is such that denominationalism could not be introduced 
iuto the State schools, without risk of ruin, they are willing to bear the burthen of 
a double school tax; and, with few exceptions, they have no desire to introduce 
this question into politics. What they have been doing with constantly increasing 
success, they are content to continue to do — to build and maintain their own schools. 

Among the good results springing from the Catholic Exhibit, not the least, is 
the impression we have received of the extent and efficiency of our parish school 
system. We thence derive new zeal and confidence. The revelation of what we 
have done becomes a promise and a prophecy of what we shall do. We feel the 
work is great enough and holy enough to command our best efforts. We resolve to 
concentrate them upon the upbuilding of a system of more effective religious edu- 
cation, persuaded, that we thus most surely promote the interests both of the Church 
and the State. This is our task, and anything that might divert us from fulfilling it. 
is to be put aside as evil. We love our religion and our country well enough to be 
glad to make sacrifices for both. 

Another result of the Exhibit is a better acquaintance of Catholic teachers 
with one another, and with the various methods of our schools. The bringing 
together the work of the different orders and of numberless individuals has been 
an objective lesson of real value. Our labor and expense would not have been in 
vain had v e done nothing else than give to the members of our religious-teaching 
orders a unique opportunity to study the work of the Catholic Schools. Nothing in 
the World's Pair appeared to me more beautiful or more inspiring than the groups 
of Catholic sisters, to be seen at all times, in the booths of the Exhibit, wholly 
intent upon learning whatever there was to be learned. From that little space a 
spirit of enthusiasm, a desire for excellence, has been carried throughout the land, 
into the schoolrooms of a thousand cities and towns. Many a one who, in some 
remote village, felt lonely and half discouraged in what seemed to be unavailing 
work, became conscious of belonging to a great army of men and women who bring 
strength to souls and light to minds. The whole country, in fact, is indebted to us; 
for the zealous and energetic efforts of the managers of the Catholic Exhibit had 
not a little to do with the appropriation of the large sums of money and the allot- 
ment of the great space, devoted to educational matters, at the Columbian Exposi- 
tion. Your report, my dear Brother, is a fitting memorial of a noble and fruitful 
work. Affectionately and sincerly yours. 






Pkokia, Julv 19, 1894. President of the Catholic Educational Exhibit. 



HEADQUARTERS 

Catholic educational Exhibit, 

Xiidorl& , 5 Columbian lEipositioru 

GH/GAGO, 1893. 

Eight Reveeend J. L. Spalding, D. D., 

Bishop of Peoria and President Catholic Educational Exhibit. 
Right Reverend and Respected Bishop: 

I herewith submit a report of the origin, the progress, and the 
successful outcome of the Catholic Educational Exhibit. 

ITS ORIGIN, 

In May, 1890, several Catholic educators, clergy and members of religious 
teaching orders, in discussing how to promote Catholic interests at the World's Co- 
lumbian Exposition, suggested an Educational Exhibit of all Catholic institutions in 
the United States, as an unprecedented and valuable feature for advancing Chris- 
tian education. 

The subject was mentioned to Archbishops Feehan and Ireland, and they 
heartily approved of the project. 

It was known that the Hon. William J. Cnahan, LL. D., intended to visit 
Boston in the interest of the coming Catholic Congress, and he was requested to pro- 
pose the subject of a National Catholic Educational Exhibit at the meeting of the 
Archbishops. 

ARCHBISHOPS' MEETINGS, CALL OF DELEGATES, 

BOARD OF DIRECTORS, COMMITTEE AND 

EXECUTIVE OFFICERS. 

(From Circular of Information Issued May 1, 1892.) 

The Most Reverend Archbishops of the United States, assembled in Boston, 
July, 1890, decided to initiate the movement for a National Catholic Educational 
Exhibit at the World's Columbian Exposition, to be held in Chicago, 1893, and they 
appointed a committee of their own number to call together representatives trom the 
Reverend Clergy, the principal religious teaching orders and others concerned witk 
Catholic education to confer on this subject. 

13 



U FINAL REPORT CATHOLIC EDUCATIONAL EXHIBIT. 

This committee, consisting of Cardinal Gibbons, Archbishop Feehan, Arch- 
bishop Ireland, Archbishop Riordan and Bishop Spalding, issued a circular inviting 
superiors of teaching orders and of Catholic institutions of learning and others inter- 
ested in Catholic education to meet in Chicago on the 8th of October, 1890, to. t ke 
counsel together about a " National Catholic Educational Exhibit " at the World's 
Fair. The conference was held on the appointed day and was presided over by the 
Right Rev. John L. Spalding, Bishop of Peoria. It numbered twenty-one represent- 
atives of Catholic education, including delegates from the Jesuit Fathers, the Bene- 
dictines, the Secular Clergy, the Christian Brothers, the Fathers of the Holy Cross. 
the Fathers of the Holy Ghost, some secular schools, colleges and seminaries. Other 
communities sent assurances of co-operation. The subject of a Catholic educational 
exhibit at the Columbian Exposition was fully discussed. Its many advantages 
were pointed out. It was the unan'mous sentiment of the meeting that those 
engaged in the work of Catholic education should make the best possible use of this 
most favorable occasion to show the world what the Catholics in the United States 
are doing for education. It cannot be doubted that much of the prejudice we have 
to encounter springs from ignorance of what we are and of what we are doing. Such 
an exhibit as the Catholic schools can make will surely serve to enlighten the public 
and to allay prejudice. 

The conference agreed that the work of preparation should begin as soon as 
possible, and to this end a Board of Directors was named. 

A committee, consisting of Rev. E. A. Higgins, S. J., President, St. Ignatius 
College, Chicago; Professor Maurice F. Egan, LL. D., Notre Dame University, Notre 
Dame, Ind., and William J. Onahan, LL. D., Chicago, was appointed to draw up a 
circular of instructions for the guidance of educators in preparing for the Exhibit. 
This pamphlet was issued in December, 1890, and mailed to Catholic schools, acade- 
mies, colleges, etc. Meetings of the board of directors were subsequently held in 
Chicago, 111., in the rooms of the Columbus Club on July 1, 1891, and in St. Louis, 
Mo., at the Lindell Hotel on November 30, 1891, and at the latter meeting it was re- 
solved that a report of the board of directors be submitted to the Most Reverend 
Archbishops, representing that the board had concluded its labors, which were 
merely preliminary, and suggesting the appointment of competent Executive Officers, 
and the providing of funds for the proper installation and all other matters connected 
with the Catholic Educational Exhibit in 1893. 

The Cardinal and the Most Reverend Archbishops accepted and approved the 
report and requested Right Rev. J. L. Spalding, D. D., Bishop of Peoria, to assume the 
responsibility of President, and Brother Maurelian, President Christ ; an Brothers' 
College, Memphis, Tenn., to act as Secretary and Manager of the National Catholic 
Educational Exhibit, World's Columbian Exposition, 1893. 



FINAL REPORT CATHOLIC EDUCATIONAL EXHIBIT. 15 



BOARD OF DIRECTORS. 



Rt. Rev. John L. Spalding, D. D., Chairman. 

Rt. Rev. Andrew Hintenach, Arch-Abbot, O. & B. 

Rt. Rev. Fintan Mundweiler, Arch-Abbot, O. S. B. 

V. Rev. Thomas J. Campbell. S. J., New York. 

V. Rev. Thomas E. Walsh, C. S. C Notre Dame, Ind. 

Rev. E. A. Higgins, S. J., Chicago. 

Rev. John T. Murphy, C. S. Sp., Pittsburgh. 

V. Rev. P. V. Kavanagh, C. M.; Niagara, N. Y. 

Brother Maurelian, F. S. C, Memphis. Tenn. 

William J. Onahan, LL. D., Chicago. 

Maurice F. Egan, LL. D., Notre Dame, Ind. 

Rev. Thomas P. Hodnett, Chicago. 

V. Rev. Joseph Sasia, S. J., San Francisco, Cal. 

Rev. Thomas McMillan, C. S. P., New York. 

V. Rev. Jerome Kilgenstein, 0. S. F., Cincinnati, Ohio. 

Rev. Edward P. Allen, Mt. St. Mary's, Emmittsburg, Md. 

Rev. M. V. Marsile, St. Viateur's. Bourbonnais Grove. 111. 

Rev. David Fennessy, St. Mary's College, Lebanon. Ky. 

Rev. Joseph Butler, O. S. F. Alleghany, New York. 

Rev. N. J. Shulte, Davenport, Iowa. 

Charles W. Stoddard, Washington. D. C. 

Conde B. Pallen, St. Louis, Mo. 

Rev. M. M. Gerend, St. Francis P. O., Milwaukee, Wis. 

Morris St. P. Thomas, Esq., Secretary, Chicago. 

M. W. O'Brien, Esq., Detroit, Mich. 

Rev. P. J. Muldoon, Cathedral Holy Name, Chicago. 

Rev. D. J. Riordan, St. Elizabeth's Church, Chicago. 

Brother Adjutor, De La Salle Institute. Chicago. 

Brother Baldwin, St. Patrick's Academy, Chicago. 

Hon. Thomas A. Moran, Chicago. 

Very Rev. L. Beck, St. Mary's Institute, Dayton, Ohio. 

Brother Athanasius, C. S., Indianapolis. Ind. 

Brother J. B. Kim, S. M., Dayton, Ohio. 



16 FINAL REPORT CATHOLIC EDUCATIONAL EXHIBIT. 



Letter from His Holiness Pope Leo XIII. 



TO 



Right Rev. J. L. Spalding, D. D., 

Bishop of Peoria and President Catholic Educational Exhibit, 

World's Columbian Exposition, Chicago, 1893. 



LEO P. P. XIII. 

(ENGLISH TRANSLATION.) 
VENERABLE BROTHER: 

Health and Apostolic Benediction. We recognize with pleasure from your letter 
dated the 20th of May, that a not insignificant part of the vast collection of all kinds of 
things which will be exhibited in Chicago, the coming year, will consist of the 
resources which Catholics will bring together and by which the exhibition will be the 
richer; we also recognize the fact that the heads of all Catholic Institutions devoted to 
the instruction of the young have been urged to do their share by the exhortation of 
our Venerable Brothers the Archbishops of the United States. 

Although there is in the united voice of. the authority of the forementioned Arch- 
bishops, and that so far it is evident to us that all to whom this exhortation is directed 
will carry out their desire, nevertheless, we are unwilling, that our commendation 
should be wanting to this noble idea and undertaking. In short, we rightly understand 
that the affair tends to this: that the efforts of those who devote themselves to the 
education of the young, may be increased, and that greater aids and appliances may 
be at their service, so that they may acquit themselves of their duty in the best possi- 
ble manner. 

Moreover, this undertaking will tend to show that the Catholic Church is not to 
be satisfied with the lack of culture or with the obscurity of ignorance; but that mindful 
of its being built by the Divine Wisdom, it bestows care everywhere in general, and 
prefers especially what is most perfect in those things which relate to the proper 
communication of knowledge. Wherefore for you Venerable Brother, who have chiefly 
undertaken the care of this project, and likewise for those by whose aid you may be 
strengthened to attain more fully the proposed end we, in a special manner, invoke 
the most abundant helps of the Divine favor. 

Finally we most lovingly implore for you the guidance of the Divine Goodness. 
and impart to all zealous co-operators the Apostolic Benediction. 

Given at Rome at St. Peter's, the 20th day of July in the year 1892, of our 
Pontificate the Fifteenth. 

(Signed) LEO P. P. XIII. 

To our venerable Brother , 

JOHN L. SPALDING, 

Bishop of Peoria. 



i 



ORIGIN AND PROGRESS OF CATHOLIC EDUCATIONAL 

...EXHIBITS... 



Educational Exhibits can be traced as far back as the year of 1690. They 
were then limited mostly to specimens of penmanship and drawing in individual 
schools. Gradually other subjects were added so as to include Arithmetic, Geome- 
try, etc. 

At the close of each school year, these specimens of work were shown to the 
Reverend Pastors and the Parents, who thus became deeply interested in the prog- 
ress of the children. The pupils were greatly encouraged, especially as prizes were 
distributed to such as had been most successful and deserving. 

In the Normal Manual, written by the Blessed De La Salle, about the year of 
1690, he suggested that all pupils have some work to exhibit at the public examina- 
tions; but to have special collections from the work of the most proficient pupils. 

With time, these exhibitions were extended to local, City, County and 
National Expositions, and, lastly, they were made part of International Expositions, 
or World's Fairs. 

It is a matter of historical record, that the Brothers of the Christian schools 
carried off the highest honors, in the various Expositions, as shown in the following 
list: 

Paris 1867. 

Amsterdam, Holland 1869. 

Geographical Congress, Belgium 1871. 

Paris 1872. 

Annecy, Savoy 1872. 

International Geographical Congress, Paris 1875. 

Paris 1879. 

Brazil, South America 1883. 

Lyons, France 1880. 

Brussels, Belgium 1882. 

Congress, Toulouse 1884. 

International Health Exposition, London, England 1884. 

World's Industrial and Cotton Centennial Exposition, New Orleans, La., 

U.S. A 1884-5. 

Anvers, Belgium .- 1885. 

The Prince of Wales, knowing of the extraordinary success of the Brothers 
of the Christian Schools, invited them, through Honored Brother Irlide, Superior 
General, at Paris, to take part in the International Health Exposition, at London, 
1884. Cardinal Manning, Archbishop of Westminister, joined the Prince of Wales 

, 17 



18 FINAL REPORT CATHOLIC EDUCATIONAL EXHIBIT. 

in inviting the Brothers, and strongly urged that they be represented at London as 
completely as possible, by their pedagogic methods, their text books, drawing mod- 
els and educational appliances, and by the work of their pupils from institutions 
of all kinds and in all grades. 

The Superior General accepted the invitation, ordered the exhibit in which 
the schools from Europe. Africa. India, Canada, United States and South America 
were fully represented. 

The London Times, Engineering Journal, Saturday Review, Pall Mail Gazette, 
Athenseum Tablet and Dublin Review described the exhibits in detail, and with 
most flattering comments. 

Hon. John Eaton, then Commissioner of Education from the United States, 
was so well pleased with the exhibit made by the Brothers of the Christian Schools, 
at the International Health Exhibition in London, in 1884, that he urgently re- 
quested its transfer to New Orleans for exhibition. The Superior-General, to his 
regret, found this impracticable, as some of the exhibits had been pledged for local 
Expositions in France and Belgium. 

In the United States, Catholic schools have frequently taken part in local and 
Interstate Expositions. Some years ago there was a very remarkable exhibit of 
Catholic schools in Cincinnati, wherein the Brothers of Mary and schools of other 
orders, merited and received very high distinction. What holds true in this case, is 
equally true of similar Expositions in Missouri, Wisconsin, Tennessee, Louisiana. 
Pennsylvania, New York, and other States. Of International Expositions, the first 
was held in London, in 1851 ; the fine arts were not allowed in this Exposition, but 
industrial arts were well represented, and stimulated the establishment of a great 
many schools of art. The International Exposition of 1851, at London, contained 
the first true International Educational Exhibit, and the object was, to bring to- 
gether a collection of the materials used in teaching, and of the visible results of 
instruction from different countries, and it offered to teachers and school managers 
an opportunity of comparing them. 

The permanent Educational Exhibit in South Kensington Museum was 
started with the exhibits shown at that time. The Exposition in London, in 1862, 
was the first in which a special class was devoted to education. A great many coun- 
tries took part in this. Paris, in 1867; Vienna, in 1873; Philadelphia, in 1876; Paris, 
in 1878; New Orleans, in 1884-85; and Paris, in 1889. had extensive Educational Ex- 
hibits. 

At the New Orleans Exposition, the Brothers of the Christian Schools had 
sixty-seven of their schools represented. The Brothers of Mary were there with 
several of their schools, and about twelve of the Convent Schools, from various 
parts of the United States, had exhibits, either in the Woman's Department or in 
the State Exhibits. 



FINAL REPORT CATHOLIC EDUCATIONAL EXHIBIT. 19 



Series of Circulars, Pamphlets, Blank Forms and Notices. 



5. 



A Special Circular to the Most Reverend and Right Reverend Prelates, 
requesting to know their wishes concerning Diocesan Exhibits. 

Circular to the Reverend Clergy, Religious Educators, Superintend- 
ent and Teachers of Catholic Schools in the United States, requesting 
information as to the part they intended to take in the Catholic Educational 
Exhibit, World's Columbian Exposition. 

Circulars to Superiors of Religious Teaching Orders in the United 
States, requesting information as to whether the Order would have a collect- 
ive exhibit, also, how many schools and what kind of institutions in their 
charge would take part in the exhibit. 

Special Circulars for the Archdioceses of Baltimore, St. Eouis and 
Milwaukee ; Dioceses of Alton, Nashville and Covington. These were 
issued in consequence of letters received from Prelates indicating their wishes 
concerning Diocesan Exhibits, or the course they recommended to the schools 
of the Diocese. 

The Article of Bishop Spalding on the Catholic Educational Exhibit 
from the July number, 1892, of the "Catholic World," of which fully 20,000 
copies were mailed to the Reverend Clergy and schools. 

6. Circular of Information and Directions, a pamphlet of 24 pages suggest- 

ing to institutions of all grades what to prepare, and how to prepare the 
exhibits. 

7. Circulars to the Editors of Catholic Newspapers in the United States, 

requesting the publication of news concerning the exhibits, for the informa- 
tion of the Catholic Clergy and Teachers and, also, requesting that the Bureau 
of the Catholic Educational Exhibit be placed on the complimentary list for 
a copy of the paper during the whole period of the World's Fair. 

8. Bulletins, published every few weeks, giving news of interest concerning ex- 

hibits, space, etc., to the schools throughout the country and which were 
mailed to Catholic papers and Metropolitan dailies, and. as far as possible, to 
institutions. 

9. Catalogue of the Exhibit, first edition, 300 pages, and a revised edition of 

371 pages with several illustrations in half-tone, list of awards, supplementary 
list of errors and omissions and full report of Catholic Education Day. 

10. The Pope's Letter, to Right Rev. J. L. Spalding, D. D.. printed in nine lan- 

guages. 

11. Set of Fac-simile Specimens of Students' Class- Work in Grammar, Arith^ 

metic. Algebra and Geometry, to satisfy the request of many teachers. 



20 FINAL REPORT CATHOLIC EDUCATIONAL EXHIBIT. 



...SPICE 



Three separate petitions were originally filed for space. No. 1, for the exhibits 
of Catholic Schools in the United States, 50,000 square feet. No. 2, by Rev. P. J. 
Muldoon. Chancellor for the Archdiocese of Chicago, 6,000 square feet. No. 3, for 
the Institutions of the Brothers of the Christian Schools of France, Spain, Eng- 
land and Belgium, 5,000 square feet, in all 61,000 square feet. The petitions were 
tiled early in May, 1892. As there was very great delay in securing information as 
to the locality and the amount of space that could be allotted, I became very urgent 
about the middle of September, and, to my surprise, learned that the imperative 
demands made by foreign countries and some American manufacturers, had reduced 
the original 200,000 square feet intended for the Liberal Arts to 90,000 square feet. 
I was informed that but one-sixth of the space asked for could be granted us, and 
that under the circumstances, many of the petitions for space would be rejected. I 
insisted that it would not be worth while attempting an exhibit with an allottmentof 
only 10,000 square feet. Nothing now remained but to agitate the question of a new 
building for Liberal 'Arts. I informed Hon. William T. Harris, Commissioner of 
Education, of the facts and requested him to rouse into action all the educators in 
the country to demand a reasonable share of space for educational interests. Meet- 
ings were held at the Grand Pacific and Great Northern Hotels, and at the rooms of 
the Chicago Board of Education. Resolutions were passed and presented to the 
Executive Committee of the World's Fair Directory. The managing editors of the 
Chicago Dailies and of the "New World" were interviewed and they warmly espoused 
the cause of educators. A convention was called to meet at the rooms of the Board of 
Education, October 4th, 1892. This convention was largely attended by educators 
from all parts of the United States. There were present: Hon. William T. Harris, 
Commissioner of Education, Washington, D. C.,Dr. S. H. Peabody, Chief of Liberal 
Arts, A. G. Lane, President of the National Teachers' Association, D. L. Kiehle, Su- 
perintendent, St. Paul, Minn., Rev. P. J. Muldoon, Chancellor, Wm. R. Harper, 
President of the University of Chicago, and about 50 prominent teachers and State 
and County Superintendents. 

D. L. Kiehle was elected Chairman, and W. N. Hailman, of La Porte, Ind., 
Secretary. 

The subject was fully discussed and a committee on resolutions appointed, 
consisting of Dr. Wm. T. Harris, Commissioner of Education, C. J. Gilbert, Super- 
intendent Chicago City Schools, Dr. Albee and Brother Maurelian. After an hour, 
the committee reported the following resolutions which were unanimously adopted: 

Whereas, Uncertainty exists on the part of the teachers and superintendents 
of education in regard to the provisions that may be expected for their material in 
the way of buildings and other accommodations, said uncertainty being a constant 
impediment in their work; and 

Whereas, European systems of education for the people have made vast 
progress during the last twenty years, and said systems will be shown in their best 
features at the coming exposition and compared with the achievements of our 
schools, so often proclaimed to the world as the basis of our national prosperity; 
and 

Whereas, In the American system of education, each State forms a unit and a 
fair presentation of it can be made only by means of separate groups, each repre- 
senting a State; therefore be it 



FINAL REPORT CATHOLIC EDUCATIONAL EXHIBIT. 21 

Resolved, That for a full and creditable presentation of our State systems of 
education at least 200,000 feet of floor space is required. 

Resolved, That in the opinion of this meeting the State systems of education 
can best be exhibited in a special building devoted to this purpose. 

Resolved, That prompt action on the part of the exposition authorities is 
imperative if a successful presentation of the State school systems of education is 
to be made. 

Resolved, That in case the Directors of the World's Columbian Exposition 
find it impossible to provide the amount of space sufficient for a fair and full pre- 
sentation of the State and spec-ial systems of education in the Un ted States, that 
it is the general opinion of those responsible for and engaged in the preparation of 
educational exhibits, that it would be unwise to attempt any presentation in the 
presence of the el borate and complete exhibits that will be made on that occasion 
by the older civilizations of Europe. 

Resolved, That a committee of twelve be appointed by the chair to confer 
with the executive committee of the Wo. Id's Columbian Exposition and urge the 
foregoing preamble and resolutions upon their attention, and that said committee be 
and the same is hereby instructed to report the results of the conference to the sev- 
eral States' Commissioners in charge of educational exhibits, as well as to the heads 
of other educational systems interested. 

The committee called for by the resolution is as follows: 

W. T. Harris, W. N. Hailman, O. T. Carson, J. F. Crooker, A. Salisbury. F. A. 
Fitzpatrick, Albert G. Lane, W. B, Harper, F. S. Fitch, P. Fifer, J. B. Knepfler, C. 
J. Gilbert, D. J. Waller, Jr., and Brother Maurelian. 

On October 5th, the Committee presented the resolutions to the Execu- 
tive Committee of the World's Fair, and each member was invited to give his views 
on the subject before the Committee. Ferd W. Peck, Vice-President, and Lyman J. 
Gage, assured the Committee of Educators it was their desire to give a special 
building as speedily as contemplated expenditures and other matters could be 
adjusted to their assets. 

E. C. Hovey, Commissioner from Massachusetts, was among the most ener- 
getic of the gentlemen in the interest of educational exhibits. He advocated the 
cause in person with the Executive Committee, and presented a batch of letters and 
telegrams from eminent persons throughout the East and South. 

Notwithstanding all these efforts the delay as to space continued fully 
three months, and in order to relieve our people of further uncertainty, I suggested 
that a committee consisting of Rev. P. J. Muldoon, Hon. T. A. Moran,Prest. W. A. 
Amberg, of the Columbus Club, and Dr. John Guerin, with myself, wait on Presi- 
dent Higinbotham and Lyman J. Gage, Chairman of the Finance Committee. After 
pleading our cause very urgently, it was explained that the Exposition had entirely 
outgrown the originally projected plans, that after certain formalities and financial 
settlements the matter of a new building would be promptly decided upon. Hon. 
W. T. Harris on receiving my report as to the measures I had taken, wrote: " If we 
get a building at all, I think that the country at large will be grateful to you as one 
of the chief agents in the great work." 

Finally an appropriation of $120,000 for an Education Building was voted. As 
the location of this building was not central, it was decided to have the Educational 
Exhibits in the gallery of the Manufactures and Liberal Arts Building and to 
change the name of the new building to that of Anthropological Building. Direc- 
tor-General George R. Davis and Dr. S. H. Peabody, Chief of Liberal Arts, were 
always solicitous to satisfy the applications of exhibitors, but they were pcrwerless 
until the Directory supplied a building. 

The -'American Journal of Education" in commenting upon the action of the 
Executive Committee of the World's Fair, in ordering plans for an Educational 
Building, said: " Brother Maurelian, of Chicago, and Wm. T. Harris, LL. D.. United 
States Commissioner of Education, are justly entitled to the credit of convincing 
the World's Fair Directory of the just needs of an educational exhibit, and we con- 
gratulate them upon the success of their efforts." 













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Allotment of space to Catholic Educational Exhibits, Southeast Gailery, 
Section I, Liberal Arts Department, 29,214 square feet floor space, or 
60,000 square feet of wall surface and desk -room. 



Location of Diocesan Exhibits. 

ALCOVE. 

Brooklyn, Nos. 18, 20 

Buffalo, « Nos. 29, 30, 32, 34 

Chicago, . . . ' . . . Nos. 67, 68, 69, 70, 71, 72, 73, 74, 86, 87, 88 

Cleveland, Nos. 31, 33 

Covington, No. 36 

Denver, No. 45 

Detroit, c No. 39 

Dubuque, Nos. 35, 37 

Fort Wayne, . . No. 38 

Green Bay, Nos. 24, 26 

La Crosse, No. 43 

Manchester, No. 53 

Milwaukee, . . • " . . . Nos. 1, 2, 3, 4 

Natchez, No. 45 

New York, ....... Nos. 5, 6, 7, 8, 9, 10, 11, 12, 13, 14, 76, 78 

New Orleans, No. 22 

Philadelphia, Nos. 15, 16, 40, 75, 99, 103 

Pittsburgh, Nos. 47, 49, 51 

San Francisco, Nos. 17, 19, 21, 23, 25, 27, 28 

Sioux Falls, No. 53 



RELIGIOUS TEACHING ORDER EXHIBITS. 



Nos. 89 



Benedictine Fathers, . 
Brothers of Mary, 
Brothers of the Sacred Heart, 
Brothers of the Christian Schools, 

Nos. 75, 77, 79, 95, 96, 97, 98, 99, 100, 101 



alcove. 

. No. 53 

91, 93, 95, 55 

Nos. 81, 83 



Brothers of the Christian Schools (Spain, France, England and Belgium), 



Nos. 1 



Nos. 105, 106, 107, 108, 109, 110, 111, 112 

Benedictine Sisters, 

Congregation de Notre Dame (Diocese of Boston), 
Congregation de Notre Dame (Diocese of Sacramento), 

Gray Nuns, 

School Sisters of Notre Dame, 
Sisters of Charity (B. V. M.), 
Sisters of Charity (Emmittsburg), 
Sisters of Charity (Nazareth), . 
Sisters of Divine Providence, . 
Sisters of Loretto, 
Sisters of Mercy, 
Sisters of Providence (Vigo Co.), 
Sisters of St. Dominic, 
Sisters of St. Francis, 
Sisters of St. Joseph, . 
Sisters of the Precious Blood, 
Ursuline Nuns, .... 
Visitation Nuns, .... 



102, 103, 104 



113, 114, 115 

. No. 53 

. No. 4 

. No. 66 

. No. 5 

2, 3, 4, 58, 60 

. No. 59 

. No. 52 

Nos. 54, 56 

. 'No. 6Q 

Nos. 62, 64 

Nos. 56, 57, 59 

No. 65 



No. 4 
No. 66 
No. 63 
No. 57 
No. 62 
No. 38 



INDIVIDUAL EXHIBITS. 

Catholic University of America, Washington, D. C, 
Catholic Archives of America From Notre Dame University, 
American Catholic Historical Society, Philadelphia, Pa., 

Catholic Text Books, 

Columbian Library of Catholic Authors, 
League of the Sacred Heart, 
Miss M. L. Ashe's Art School, Memphis, Term., 
Papal College Josepbinum, Columbus, Ohio, 
University of Notre Dame, Notre Dame, Ind., 



alcove. 

. No. 92 
. No. 44 

. No. 40 
. No. 42 
. No. 41 
. No. 42 
. No. 43 
Nos. 80, 82, 84 
Nos. 44, 46, 48, 50 



INSTALLATION. CM OF EXHIBITS, ETC. 



The installation of so many and extensive exhibits was no easy task. The 
construction of the booths, requiring about 140,000 square feet (gross) of lumber, was 
in itself a considerable work, and in which the contractors were delayed by carpenters' 
strikes, difficulty in securing mill-work, lumber, etc. Those only who were engaged 
in the actual work of installation can understand all the hardships endured by 
exhibitors for want of transportation facilities which obliged them to walk several 
miles each day from the termini of unfinished streetcar lines to the Liberal Arts 
Building through mud, slush, rain, snow, high winds, bitter cold, etc. Then there 
were tedious delays in the arrival of exhibits, and many formalities, such as are usually 
required at World's Fairs for the transaction of business, and all of which cost \alu- 
able time and much money. 

As the construction of the booths cost a very large sum," it was decided not to 
line any of the alcoves, except in cases where a Diocese, religious order or exhibitor 
would request to have it done, and supply funds for this purpose. To protect exhibits 
from dust etc., and the needlework, paintings, etc. from strong sunlight, the tops of 
the booths were covered with sheeting. Later on, some exhibitors, at extra expense, 
placed elegant canopies over their booths, which added to their attractiveness. 
There were at one time fifty-five persons employed in the work of unpacking and 
mounting exhibits, and the number of attendants caring for the exhibits during the 
World's Fair was never less than seventeen or eighteen, although that number of 
attendants was not apparent, owing to the great extent of the exhibit. 

Nor was it a trifling responsibility to assume charge of so many valuable ex- 
hibits; for instance, a single shipment from Bishop's Memorial Hall, Notre Dame, 
Ind., was insured in transit for $20,000. Had it been lost or destroyed it could not 
have been replaced for $100,000, and this amount of money would have been no com- 
pensation for the historical value of this exhibit. 

One show-case, five feet by three feet, with contents of embroidery, needle and 
lacework, was insured for $2,000. A small case containing Irish point lace was valued 
at $600, and a set of thirteen pieces of hand-painted china was valued at an equal 
amount. From all this may be inferred the care and anxiety attending the guard- 
ianship of so many and of such valuable exhibits. Very fortunately but few articles 
were lost by theft. Several volumes of musical compositions and school work were 
missed by a few schools after the exhibits had been returned. It is requested that 
any school having received matter not belonging to it will either advise the Secre- 
tary and Manager or send by express to its proper destination. 

There were no means of knowing in advance the exact number of the different 
classes of exhibits, nor could any one form an idea as to how many schools and institu- 
tions would exhibit, or how much and w T hat kind of material would come. Under 
these circumstances, it is apparent how difficult it was to determine upon the amount 
of space which should be assigned to each of the exhibits that took part in the 
Catholic educational exhibit, and which numbered twenty Diocesan exhibits, eleven 
collective exhibits of religious teaching orders, twelve groups of exhibits from various 
religious orders, and about thirty special exhibits. The best plan of allotment 
seemed to be the assignment of an approximate portion of space, based upon infor- 
mation already received, and subject to revision. The allotments of space were made 
in alphabetical order, beginning with the Archdioceses, then Dioceses, Religious 
Teaching Orders, Special and Individual Exhibits. This order was followed as far 
as practicable. The size or extent of an exhibit, in some instances, forbade this 
course. It soon became apparent that the space originally asked for would barely 
have sufficed to display the work effectually and judiciously. The plan on which 
the booths were erected gave about 05,000 square feet of wall surface and desk room. 
Not only was every foot of this utilized, but the alcoves of many collective exhibits 
were over crowded and really, in some instances, would have required double and even 
lour times the space allotted. Those that were over crowded were the Dioceses of 
Chicago, New York, San Francisco, Brooklyn, Cleveland, Dubuque, Green Bay and 
Philadelphia; also the exhibits of the Sisters of Charity. Emmittsburg; Sisters of 
Providence, Vigo County; Sisters of St. Francis, Oldenburg; Sisters of Loretto, 
Kentucky; Sisters of St. Joseph, Sisters of Notre Dame and Brothers of the Chris- 
tian Schools of the United States and Europe. 

26 



FINAL REPORT CATHOLIC EDUCATIONAL EXHIBIT. 21 



DECORATIONS, FLAGS, BUNTING AND SIGNS. 



Large signp, aggregating about 1,000 lineal feet in length and of a uniform width 
of twelve inches, were placed over the en trances to the various classes of exhibits. 
Smaller signs of suitable sizes and kinds were used to indicate schools and special 
exhibits. 

The many paintings, drawings and pieces of fancy work served to render the 
exhibit quite attractive. In addition to this, fifteen United States flags, ten feet by 
five with about 1,000 feet of tri color bunting, were suspended at a height of about 
thirty feet above the alcoves. Fully 150 smaller United States flags were arranged 
along the 1,000 feet of aisles at each end of the large signs. 

For the exhibits from the schools of France, England, Spain and Belgium, 
the flags of those countries were displayed and intertwined with the United States 



Patriotism, so evident in the Catholic educational exhibit, did not escape 
the notice of the " News Record " of Chicago, July 5, 1893. In speaking of the cele- 
bration of July 4th at the World's Fair, it complimented the Catholic educational 
exhibit as follows: 

" It was remarked that few of the schools and college exhibits were decorated 
with national colors. A nota^ le exception was the big exhibit of the Catholic edu- 
cational institutions in the east gallery. Bunting and flags' decorated the front of 
the gallery at this point, and the tri-color festoons wove themselves among the som- 
ber iron work of the trusses in this section.'' 



Prelates TaKe AGiion in their Dioceses Concerning 
Educational Exhibits. 



The course pursued by the Most Reverend and Right Reverend Prelates in 
their Dioceses concerning exhibits, forms an interesting chapter. 

THE CATHOLIC EDUCATIONAL EXHIBIT AND THE DIO- 
CESE OF PEORIA. 

It is but proper to begin by referring to Right Reverend J. L. Spalding, D.D. 
Bishop of Peoria and President of the Catholic Educational Exhibit. 

Few persons realize the serious responsibility connected with the office of 
president of this gigantic and dirficulr, undertaking, or of the amount of travel, 
labor, time and expense which it cost Bishop Spalding to direct all to a successful 
issue. 

His article in the July number of the " Catholic World", 1892, clearly showing 
the necessity of the religious element in education and pointing out the advantages 
of a comprehensive and complete educational exhibit, aroused great enthusiasm and 
stimulated activity all through the United States. The influence of many articles 
from his able pen in dailies, weeklies and monthlies, relating to education and the 
World's Fair, have produced marked results. 

His visits to Chicago, St. Louis and New York, in the interest of the Educa- 
tional Exhibits, the question of funds, the proper classification and arrangement of 
so great a variety of exhibits, give but a faint idea of the amount of work involved 
or of the efforts required to make the exhibit a success. 



28 FINAL REPORT CATHOLIC EDUCATIONAL EXHIBIT. 

DIOCESE OF PEORIA, 

In his Diocese, Bishop Spalding, at the Retreat of the Reverend Clergy, rec- 
ommended that the schools unite with the various exhibits of Religious Teaching 
Orders, and that they be encouraged to present creditable work. 

ARCHDIOCESE OF BALTIMORE. 

James Cardinal Gibbons, D. D.. Archbishop of Baltimore, in his letter of 
April 30, 1892, expressed himself as follows: 

Tn response to your esteemed favor of the 27th inst., I need scarcely say that 
the Catholic Educational Exhibit meets my entire and hearty approval; and I sin- 
cerely hope that all the Catholic institutions of learning of every grade will 
promptly and cheerfully respond to the invitation extended by the Most Reverend 
Archbishops of the United States, and unite to make the exhibits redound to their 
own glory and that of our Holy Church. I bless you, your work, and all who shall 
zealously co-operate in promoting and assuring its success." 

ARCHDIOCESE OF CHICAGO. 

At the close of the Spiritual retreat for the Clergy, in July, 1891, Archbishop 
Feehan invited attention to the question of an Educational Exhibit at the World's 
Columbian Exposition, and recommended preparations for a Diocesan School Exhibit. 

The clergy expressed their willingness to do all in their power. The Diocesan 
School Board was authorized to prepare a plan and to supervise the entire exhibit, 
and the following committee w T as appointed from among its members, to carry out 
all measures relating thereto. 

Diocesan Committee. 

Rev. H. Maguire, Chairman. Rev, M. J. Fitzsimons. Rev. P. J. Muldoon, Secretary. 
Rev. E. J. Butler, Rev. T. D. Hodnett. Rev. A. J. Teely. Rev. M. W. Barth. 

An eight page pamphlet and a series of circulars were issued by the Diocesan 
Committee. The following extract shows the deep interest of the Archbishop and of 
the Committee: 

"The constant and earnest attention of all Pastors and teaching communi- 
ties is solicited, in order to render the exhibit worthy of the many and flourishing 
schools in the Archdiocese.*' 

ARCHDIOCESE OF CINCINNATI. 

The Most Rev. Archbishop Elder of Cincinnati, expressed a wish that the 
schools of the Archdiocese of Cincinnati take part in the exhibit to whatever ex- 
tent they found it practicable. His own feelings are shown by these words: "I sup- 
pose the most expressive evidence of my interest is to enclose my contribution. I 
would gladly make it ten times greater. I enclose check, and my hearty good 
wishes. With warm thanks for your labors in the interest of Catholic education, I 
remain, etc." 

ARCHDIOCESE OF DUBUQUE. 

Archbishop Hennessy of Dubuque, decided upon a Diocesan exhibit. A com- 
mit tec was appointed. The Secretary and Manager was invited toDubuque to attend 
their meeting. Circulars were issued, and the result was a large and representative 
exhibit. 

The following are the names of the 

Diocesan Committee.— Very Rev. C. Joannes, Chairman, Very Rev. J. Bau- 
man, Secretary, Rev. M. A. Cooney, Rev. R. Slattery, Very Rev. Geo. W. Heer, Rev. 
F. W. Pappe, Rev. J. Fogarty, Rev. E. Heelan, Rev. M. Curran, Rev. J. Kusmper. 



FINAL REPORT CATHOLIC EDUCATIONAL EXHIBIT. 29 

ARCHDIOCESE OF MILWAUKEE. 

Archbishop Katzer decided upon a Diocesan exhibit. The following extract 
from his letter was embodied in a circular and mailed to all the schools of the Dio- 
cese. 

"I am in favor and heartily endorse the movement for the Catholic Educa- 
tional Exhibit at the World's Fair. I earnestly request the Reverend Clergy and 
Religious Orders to give every possible encouragement and aid to the Educational 
Institutions in their charge, to prepare an exhibit worthy of the coming World's 
Pair and of this Diocese. 

ARCHDIOCESE OF NEW ORLEANS, 

On February 29, 1892, Archbishop Janssens. of New Orleans, requested Rev. 
D. McKiniry, S. J., President of the College of the Immaculate Conception, to call 
together the Superiors of the Colleges, Academies and Schools, with a view of pre- 
paring a Diocesan Exhibit. Rev. D. McKiniry, S. J., Chairman cf the Committee, 
attended to the further direction of schools in the preparation of exhibits. 

ARCHDIOCESE OF NEW %OEK. 

Archbishop Corrigan decided upon a Diocesan Exhibit. In his letter, August 
17, 1892, to the Reverend Clergy, reference was made to the subject in these words: 

" It may be added here, that the Holy Father has recommended us to take 
part in the Columbian Exhibition which will be held in 1S93. I had already confer- 
red with Brother Maurelian w T ho has been charged by the Committee of Prelates to 
look after Catholic interests at the Exposition, and I therefore, with redoubled 
pleasure invite and exhort the Catholic schools and institutions of learning in this 
Diocese to take part in the Diocesan Exhibit which will be prepared for the World's 
Fair in Chicago. You are aware, Reverend and Dear Sir, that more work and much 
better work is done in our schools than that of w T hich the public at large has any 
knowledge or conception. While w T e do not seek to obtrude this fact upon public 
notice, nevertheless, as the opportunity comes without our seeking it, we should not 
neglect it as it will triumphantly show how much is accomplished in our schools 
through the untiring efforts of our devoted teachers, etc., etc." 

The following were appointed a Diocesan Committee: Rt. Rev. Mgr. John 
Farley, Rev. C. H. Colton, Rev. M. J. Lavelle, Rev. John J. Kean. Secretary. 

ARCHDIOCESE OF PHILADELPHIA. 

After deciding upon a Diocesan Exhibit, Archbisop Ryan appointed the fol- 
lowing Committee: Rev. R. Kinahan, Rev. K. J. Elcock, Rev. J. W. Shanahan. Rev. 
Thos. Barry, Rev. H. Lane, Rev. G. Bornemann. Rev. E. O. Hiltermann. Rev. H. 
Strommel, Rev. Thos. Mullen. Rev. P. F. Sullivan, Rev. P. J. Dailey, Rev. J.F. Laugh- 
lin, D. D. 

The Diocesan Committee decided to have a series of examinations from all the 
classes of the twelve established grades in the Parish Schools, and after receiving 
the work it was bound in forty-seven volumes from the grammar grades, thirty-one 
from the secondary grades, and eleven from the primary grades. 

The pupils' examinations represented the following branches: Christian Doc- 
trine, Church History, Spelling, Penmanship, Grammar, Letter Writing, Etymology, 
Homonyms. Bible History, Ancient History, United States History, Geography, Com- 
positions, Globe Studies, Mensuration, Arithmetic, Freehand, Crayon and Map 
Drawing, Algebra, Book-Keeping, Chemistry, Geometry, Trigonometry (plain and 
spherical). 

A preliminary exhibit was held at the Roman Catholic High School and at St. 
Peter's School, Philadelphia. Monsignor Satolli, the Apostolic Delegate, expressed 
himself in terms of admiration at the evidences of good teaching and the intelli- 
gence and application of the pupils as shown by the exhibits. Besides the examin- 
ations from the Parish Schools, there were elaborate exhibits from a number of the 
institutions of the Archdiocese as noted in the catalogue. 



30 FINAL REPORT CATHOLIC EDUCATIONAL EXHIBIT. 

ARCHDIOCESE OF ST, !LOUIS. 

The following letter was issued by the Very Rev. P. G. Brady, Vicar-General 
(deceased), at the request of Archbishop Kenrick, D. D.: 

Bro. Maiirelian, Secretary and Manager Catholic Educational Exhibit. World 1 s 
Fair, 1893 : 

Dear Brother: It gives me pleasure to inform you that our Most Reverend 
Archbishop Kenrick warmly approves of the Catholic Educational exhibit at the 
World's Columbian Exposition, Chicago, 1893, and offers his* sincere wishes for a 
complete success. 

The Archbishop hereby officially recommends the schools and institutions of 
learning in the Archdiocese of St. Louis, to unite in the collective exhibits of relig- 
ious teaching orders, or in the other classes of exhibits, as they deem convenient, 
and he hopes that superiors of the various institutions will place themselves in com- 
munication with you at their early convenience. 

Assuring you of my deep interest in this great work, and of all the aid in my 
power, I remain, 

Very sincerely yours, 

Philip G. Brady, V. G. 

ARCHDIOCESE OF SAN FRANCISCO. 

Most Reverend Archbishop Riordan of San Francisco insisted that all the 
educational institutions of every grade in the Archdiocese should take part in the 
Catholic Educational exhibit at the World's Fair in Chicago. To stimulate the 
preparation of exhibits a preliminary exhibition of school work was ordered for the 
Mechanics' Pavilion, to begin on Tuesday, March 6, and to continue during the 
remainder of that week. Forty-five thousand persons visited the Pavilion and had 
the pleasure of hearing the Archbishop express his appreciation of the exhibit. He 
emphasized the fact that Secular Education imparted in Catholic schools vied with 
the best and most favored schools. He contended that there must be a religious 
foundation if we would be perfect; that all bishops, and all priests, and all truly 
Catholic men and women are a unit on this question; that the child comes from the 
hand of God, and God's truth must be given to it. It must grow up to be prepared 
for its duties in life and for its destiny in the life that is to be. He continued: '• Now 
I say, and say it plainly, that we are giving to the American nation as well developed 
and as well an educated class of people as others in the land. In all the public com- 
petitions which have taken place in the last few years throughout the land, as 
well as in England and in France, the pupils of the religious teachers and of the 
Catholic schools generally have, carried off the prizes, and the Church, in making 
our boys and girls good Catholics, also makes them good scholars. * * * A man 
or woman does not leave the Catholic Church because they are educated, but because 
they are either too wicked or too ignorant to remain in it. In my seven and twenty 
years of active ministry, I have met people of all conditions of life, and I have never 
met a man who was educated in the Catholic faith and who renounced it because he 
was educated. * * * I feel proud of the Clergy of this Diocese, who, in poverty, 
have labored to train up our boys and girls. I feel under obligations to the brothers 
and sisters for their heroic efforts in maintaining this great principle. They are the 
benefactors of the entire State." 

The press notices were very flattering, as the following extracts show: 
" Hundreds of the teachers of the public schools were there, and eagerly ques- 
tioned the ladies in charge of the booths as to how the work was done and done so 
beautifully. Many skeptics expressed the opinion that it had been specially pre- 
pared for the exhibit, but the constant reiteration that only the regular school work 
was exhibited, soon made them as enthusiastic over the display as the parents of the 
children whoso work was on exhibition. And it was truly a wonderful display. 
There was work of every kind and description, from that of the child of four years, in 
the kindergarten, to that of the " sweet girl graduate " and the adolescent awaiting 
his degree.*' 

"Bearded and gray-haired men and stately matrons examined the work of their 
children and exchanged reminiscences of the days when they too attended school 



FINAL REPORT CA'IHOLW EDUCATIONAL EXHIBIT. 31 

and college. The verdict was always in favor of the present day and its manifold 
advantages which years of experience and improvement bring, and the older people 
grew as wildly enthusiastic as did their sons and daughters over the work of their 
respective schools." 

- The exhibit was visited by the Mayor, members of the Board of Education, 
and Directors of the Mechanics' Institute, who all testified their wonder and admi- 
ration at the display." 

San Francisco Diocesan Committee. — Rev. P. Scanlan, Rev. J. B. McNally, 
Bro. Michael, F. S. C, Rev. M. D. Connelly . Manager; Rev. P. Casev, Rev. J. Sasia, 
S. J.. Bro. Geo. Albert, F. M., Rev. P. C. York, Secretary. 

DIOCESE OF ALTON. 

Right Rev. James Ryan, D. D., Bishop of Alton, took very deep interest in the 
exhibits, as the following correspondence will show: 

Alton, 111., July 1, 1892. 
" Brother Maurelian, Secretary and Manager Catholic Educational Exhibit, 

World's Fair, 1893. 

Dear Brother : The Catholic Educational Exhibit at the Columbian Expo- 
sition appeals to the warmest sympathies of all our Catholic people. 

It will give me the greatest pleasure to see the colleges, academies and schools 
of the Diocese taking an active part therein, and contributing their full share toward 
what I am sure will be a great success under your experienced auspices. 

With best wishes, etc." 

And in a letter of March 25, 1893, the Bishop writes: 

" The Catholic Educational Exhibit is a most important undertaking — one, 
indeed, at the present moment, of transcendent and even vital importance. It ap- 
peals to the deepest Catholic instinct. Everj^ Catholic in the country should be 
given a fair opportunity to do something toward setting our magnificent educational 
system in its proper light before the public, and also thereby to show his hearty ap- 
preciation of that noblest fruit of the Catholic labors of a century in the United 
States. 

" The tradition of all our Councils and of all our years since the days of Car- 
roll, the innumerable toils and sacrifices of the most devoted men and women, are 
behind thorough Catholic education, and it is not too much to say, that in the exist- 
ence and continued growth of this best product of our faith depends the w 7 eal or woe, 
not only of the Church here, but of the Republic itself. From the depth of every true 
Catholic heart, therefore, will spring the prayer that the Catholic Educational Ex- 
hibit may be emphatically a worthy success. 

"Yours truly in Christ, >& James Ryan, 

Bishop of Alton." 

DIOCESE OF BROOKLYN. 

Right Rev. Charles McDonnell, D. D., Bishop of Brooklyn, issued directions 
for the preparation of a Diocesan exhibit, and stated that he expected work from 
every Catholic school in the Diocese, and that every effort should be made for a 
creditable exhibit. The following Diocesan Committee was appointed: Rev. Thos. 
Taafe, Rev. Jos. O'Connell, D. D., Rev. J. A. Hartnett, C. M. 

DIOCESE OF BUFFALO. 

Right Rev. S. V. Ryan, D. D., Bishop of Buffalo, issued a circular to the Rever- 
end clergy, of which the following is an extract-: 

" Buffalo, N. Y., July 8, 1893. 

''Rev. Dear Sir: Having spoken in our late conference in regard to the Cath- 
olic school exhibit to be made at the Columbian Exposition in Chicago next year, we 
beg now to remind you of the same, and to interest you in the Diocesan Exhibit, 
which we hope to make as complete and satisfactory as possible. We wish the regu- 
lar School Board of our Diocese to meet at as early a date as possible, together with 



32 FINAL REPORT CATHOLIC EDUCATIONAL EXHIBIT. 

the Superiors of religious communities, colleges and academies, or their representa- 
tives, to determine on some uniform system to get up a thorough exhibit from our 
colleges, academies and parochial schools, in order that it may be seen not only by 
our own Diocese, but also by the whole country, what Catholics are doing in the 
cause of education. There is, as you know, a well-organized committee, under the 
direction of the Archbishops of the United States, to receive and put in shape the 
exhibits or reports from the different Dioceses of the country. Brother Maurelian, in 
Chicago, is the Secretary and Manager of the Catholic Educational Exhibit, to whom 
we are anxious to send, as soon as possible, our Diocesan exhibit. We regard it as a 
matter of great consequence that you put in evidence what is .being done for educa- 
tion by our churches and Catholic schools, and hence ask your earnest and prompt 
co-operation in this matter." 

At this meeting the following Dioce?an Committee was announced: Rev. 
George Weber, Chairman; Rev. Jos. Daly, Secretary; Brother Aelred, Manager; Rev. 
J. Mooney, Treasurer; Rev. P. J. Colonel. 

The exhibit was jjlaced before the public of Buffalo, and the press notices were 
very flattering, as the following extract will show : 

" The assertion that our Catholic schools are in the slightest degree below the 
standard of the secular or State schools would not be made by the most prejudiced 
observer after viewing this exhibition. Laboring under many disadvantages, Catho- 
lic schools are giving to the nation a class of people as well educated and as well de- 
veloped morally and mentally as there are in the land. The church is making good 
Christians, good scholars, and as a consequence good citizens:" 

" It was a revelation to the non-Catholic citizens of Buffalo. The Superin- 
tendent of Education and the members of the Public School Board went to examine 
it and were amazed at the quantity and the quality of the work done by the chil- 
dren. They had the magnanimity to speak out in praise of it, and their astonish- 
ment and delight found echoes on every side. The " Daily Courier " said: 'The ex- 
hibit is one of the most remarkable sights ever placed before the people of Buffalo. 
It represents endless work, limitless patience, much skill and no little expenditure 
of money. It is an exhibition of whicn any creed, any city, any nation might well be 
proud.' And the Buffalo "Times'* declared: 'The people of all denominations and 
all creeds have reason to be proud of the work which the Catholic institutions of 
Buffalo are sending to the World's Fair.' " 

DIOCESE OF CliEVEIiAND. 

Right Reverend Ignatius F. Horstmann, D. D., determined upon a Diocesan 
Exhibit and requested Very Reverend Monsignor T. P. Thorpe, President of the 
Diocesan School Board to direct its preparation. Circulars were issued urging all to 
do their utmost as this extract will show: " Throw Your Whole Heart Jnto It, and 
Help to Make the Cleveland Exhibit What It Really Ought to Be, the Very Best in 
the General Collection^ 

The Exhibit of Cleveland surpassed the expectations of its most sanguine 
promoters. 

DIOCESE OF COVINGTON. 

Right Reverend C. P. Maes, D. D., Bishop of Covington, ordered a Diocesan 
Exhibit, and appointed a committee consisting of Very Rev. F. Brossart, V. G.; Very 
Rev. Louis Haas, O. S. B., and Rev. W. E. Gorey. 

Several circulars were issued, from which the following extract is given: " It 
is an opportunity to show the world what Catholic educators are doing and have 
been doing, which may not be again presented 'ere another ten decades of years shall 
have been added to our country's history — an opportunity which Bishops, Priests 
and Teachers in other parts of the United States seem ready to embrace with alac- 
rity. We feel confident that no Catholic will have reason to blush at the compari- 
son of our schools with others, confident that all interested will do their share to- 
ward making the exhibit a success." 

Another letter from Bishop Maes: " I hereby warmly commend this educa- 
tional work which is to result in so much good to the Catholic Church, to the gener- 
osity of the clergy and laity of the Diocese of Covington." 



FINAL REPORT CATHOLIC EDUCATIONAL EXHIBIT. 33 

DIOCESE OF DENVER. 

Right Reverend N. C. Matz, D. D., Bishop of Denver, decided on a Diocesan 
Exhibit, called a meeting of the Reverend Clergy and appointed the following com- 
mittee: 

Rev. J. P. Carrigan; Rev. J. T. Murphy, O. P. Secretary; Rev. W. O'Ryan. 

A circular was issued giving directions as to details of preparation and appeal- 
ing to the zeal of the religious teachers to do all in their power to have the exhibit a 
credit to the schools of the Diocese. 

DIOCESE OF DETROIT. 

Right Reverend John Foley, D. D., Bishop of Detroit, expressed his pleasure 
in the matter of the exhibits, and wrote: 

"It is our desire and intention to have an exhibit worthy of Detroit.*' 

DIOCESE OF FORT WAYNE. 

Right Reverend Joseph Dwenger, D. D. (died Jan. 29, 1893), in June, 1892, de- 
cided upon a Diocesan exhibit. He appointed the following committee: 

Very Rev. J. H. Brammer; Very Rev. T. E. Walsh, C. S. C; Rev. Aug. Seifert, 

C. B. P. S.; Very Rev. M. E. Campion, Secretary; Rev. J. H. Oechtering. 

Several conferences were held, and it was decided to have a printed history of 
each parochial school from its foundation to date, and to have specimens of class 
work f:rom each school incorporated with the printed reports. In this way there 
were five volumes of an exhibit, unique and very interesting, that with time may be 
of great historic value. The work of compiling this report indicated great research 
and must have been very laborious. In addition to this, schools were recommended 
to unite with Religious Order Exhibits. 

DIOCESE OF GREEN RAY. 

In a letter dated August 11, 1892, Right Reverend S. G. Messmer, D. D., in- 
formed of a meeting of the School Board, at which it had been decided to have a 
Diocesan Exhibit. 

The following committee was appointed: 

Rev. J. J. Fox; Rev. P. A. McDermott, C. S. Sp.; Rev. W. J. Fitzgerald. 

Circulars were issued and the members of the committee personally visited the 
schools to arouse enthusiasm and interest with the result of an exhibit alike credit- 
able to the schools and the Diocese. The " Green Bay Advocate " of April 13, 1893, 
gives a very interesting account of the exhibit as displayed in the Bishop's Hall pre- 
vious to its being sent to Chicago. The report as published is very complimentary 
to the schools. 

DIOCESES OF KANSAS CITY AND ST. JOSEPH, MO. 

A circular was issued by Right Reverend John J. Hogan, D. D., Bishop of 
Kansas City, Mo., and Administrator of St. Joseph, August 8, 1892. The following is 
an extract: 

" In the interest of the Catholic Educational Exhibit at the World's Fair in 
Chicago, it is our earnest desire that Superiors of colleges, academies and schools do 
all in their power to promote this laudable enterprise tending to their praise and 
merit as Catholics and citizens, and to the honor and renown of our country and 
church. We recommend that exhibits from our Diocese, whether from schools or 
individuals, be united to exhibits of the same class from other Dioceses, and as the 
President or officer in charge of the Catholic Educational Exhibit may direct." 

DIOCESE OF LA CROSSE. 

A letter dated July 26, 1892, informed that Right Reverend James Schwebach,, 

D. D., had concluded to order a Diocesan exhibit. Rev. K. G. Beyer, Secretary, waa i 



34 FINAL REPORT CATHOLIC EDUCATIONAL EXHIBIT. 

requested to attend to the details for the Diocese. Before sending the exhibit to 
Chicago, the Notre Dame School, at Chippewa Falls, Wis., invited the public to in- 
spect the work of the pupils. 

The State and County officials and many visitors, were much pleased with the 
work. The officials of Public Instruction expressed a wish to have it sent to Madi- 
son, Wis., for exhibition. The schools of the Diocese made a very creditable 
showing. 

DIOCESE OF MANCHESTER. 

Right Reverend D. M. Bradley, D. D., Bishop of Manchester, expressed his 
wish for a Diocesan exhibit. The Religious Teaching Orders of the Diocese re- 
sponded with very careful and creditable work from the schools in their care. 

DIOCESE OF MOBILE. 

Right Rev. J. O'Sullivan, D. D., Bishop of Mobile, informed that the schools 
of his Diocese would unite with the exhibits of Religious Teaching Orders. On the 
work he expressed himself as follows : 

"Every Catholic should contribute generously and cheerfully for a work 
which, if properly supported v must result in great and far-reaching benefits to the 
Church in the United States. To my mind it is impossible to exaggerate the good 
that may come to the Church through a successful Educational exhibit. 

DIOCESE OF NASHVILLE. 

Right Rev. Joseph Rademacher, D. D., expressed his views on the exhibits in 
the following letter: 

Nashville, Tenn., Sept. 29, 1892. 
My Dear Brother Maurelian : 

" I hope that our larger schools and educational institutions will at once take 
the necessary steps to join in the collective or general exhibits, either of the Relig- 
ious Orders, or other classes of exhibits. They may, I have no doubt, address them- 
selves with confidence to you who have, for more than twenty years been so promi- 
nently identified with the work of Catholic education in this Diocese, and who will, 
therefore, take special interest in the exhibits which we may be able to prepare - 
Wishing you every blessing, I am, 

Yours sincerely in Christ, 

Joseph Rademacher, Bishop of Nashville." 

DIOCESE OF NATCHEZ. 

Right Reverend T. Heslin, D. D., Bishop of Natchez, addressed the Clergy at 
the close of their Retreat on the subject of a Diocesan exhibit, referred to it in the 
Lenten Pastoral and issued a special circular, March 8. 1893, urging the schools to 
do their utmost for a creditable exhibit. 

DIOCESE OF PITTSBURGH. 

Right Reverend Richard Phelan, D. D., Bishop of Pittsburgh, personally took 
deep interest in the Catholic Educational exhibit. In June, 1892, he invited the 
Reverend Clergy and all the heads of colleges, academies and schools to meet at the 
Episcopol residence. The meeting was an earnest and enthusiastic one. The fol- 
lowing Diocesan committee was appointed : 

Rev. A. A. Lambing, Rev. Martin Singer, O. S. B., Rev. Regis Canevin, J. B. 
Sullivan, Secretary. 

The Bishops words are, " It would be a grave error to allow this opportunity 
of doing honor to religious education to pass unused." The exhibition of the work 
in Pittsburgh gave the people a convincing proof of the zeal and efficiency of our 
religious teachers. 



FINAL REPORT CATHOLIC EDUCATIONAL EXHIBIT. 35 

DIOCESE OF SACRAMENTO. 

Right Reverend Patrick Manogue, D. D., Bishop of Sacramento, advised the 
educational institutions of his Diocese to unite with the exhibits of the Religious 
Teaching Orders. The Bishop personally interested himself in encouraging the 
schools to prepare good work for the exhibits, 

DIOCESE OF SAN ANTONIO. 

Right Reverend J. C. Neraz, D. D., Bishop of San Antonio, personally com- 
municated with the schools of his Diocese and encouraged them to prepare exhibits 
that would be a credit to the great State of Texas, and the Diocese of San Antonio. 

DIOCESE OF SIOUX FAIiliS. 

Right Reverend M. Marty, D. D., Bishop of Sioux Falls, directed the prepara- 
tion of a Diocesan exhibit. Circulars were issued to the various schools of the Dio- 
cese, and all possible encouragement was given teachers and pupils. 

DIOCESE OF VINCENNES. 

Right Reverend S. P. Chatard, D. D., recommended the schools of his Diocese 
to unite with the Religious Teaching Orders and other classes of exhibits. His let- 
ter to headquarters reads: " I have always been in sympathy with your work, and 
I have urged our people here to do their best. I know they have attended zealously 
and efficiently to their work. I bespeak for them all the consideration they merit." 

THE CHRISTIAN EDUCATOR. 

Catholic teachers and all who are charged with the care of youth, should real- 
ize how exalted is the dignity and how noble the profession of the Christian Edu- 
cator. 

" They that instruct many to justice shall shine like stars for all eternity." — 
Dan. XII-3. 

" There is no painter, there is no sculptor nor artist, be he who he may, that 
can be compared to the man icho knoivs how to form the minds and hearts of youth. 
This is a work far surpassing the finest creations of human art to reproduce in 
souls the living image of Jesus Christ." — St. John Chrysostom. 

"Education is a divine work. The education of man will always be the 
grandest of ivorks, a providential and sacred labor, a task entirely divine— a priest- 
hood. Intellectual, moral and religious education is the highest human work that, 
can be performed. It is a continuation of the divine work in that which is most 
noble and elevated — the creation of minds" — Monsignor Dupanlaup. 

Catholic Educators need but to read that priceless volume, " The Child," writ- 
ten by the eminent prelate and statesman, Monsignor Dupanlaup, and the eloquent 
and sterling address of Archbishop Ryan, of Philadelphia, on " The Vocation of the 
Christian Educator" to form an adequate idea of the importance and greatness of 
their mission. 

Zealous and worthy young people are invited by every religious teaching order 
of men and women to devote themselves to this work, "the education of youth" as 
members of their order. 

One of the most learned and highly educated Prelates said to me a few weeks 
ago: " Brother, your society has a great work in hand and I clearly see the day 
ahead, in the near future, when the very best of our young men will go in great 
numbers to devote themselves to the cause of education in your ranks." 

' : Among the most acceptable gifts that parents can offer to the Almighty, is to 
have sons and daughters engaged for God's sake in the care of youth, to elevate 
them religiously, morally and intellectually." 



36 FINAL REPORT CA1H0LIC EDUCATIONAL EXHIBIT. 

Pope Leo XIII in addressing the brothers said: 

"As religious educators you are the vanguard of the church," and sometime 
ago noticing some sisters he called them and blessed them specially for having 
charge of the most precious part of the Lord's children. 

ESTIMATE OF THE REEIGIOUS STATE BY GREAT SAINTS. 

Motives of Encouragement for those who wish to Devote Them- 
selves to the Christian Education of Youth in the 
Religious State. 

" I have no words adequate to its merit. If I undertake to praise this order 
this life, this institute, I shall be constrained to stop short, not having expressions in 
which to give it due praise — all language being far beneath that which it deserves." 
— St. Augustine. 

" The choir of religious and virgins is assuredly among the ornaments and 
rarities of the church, a beautiful flower and a precious pearl that gives great 
beauty.'" — St. Jerome. 

" Religious, the first fruits of religion, the crown of faith, brilliant pearls of 
the church, the mystic stone of that temple of which our Lord is the foundation and 
corner stone." 

''These noble and sublime souls place their riches in poverty, their glory in 
contempt, their power in weakness, fecundity in celibacy, etc." 

" Our religious— form the choicest and wisest part of the church, etc." — St 
Gregory Nazianzen. 

'• Religious are surpassing nature and the ordinary life of man." — Eusebius of 
Csesarea. 

" They are God's clothed in flesh."— Syresius. 

"The Religious state is sublime, elevated and angelic; and the perfection of 
its excellent life effaces all sin."— St. Chrysostoin. 

" Shall I call religious celestial men or terrestial angels?" — St. Bernard. 

CHRISTIAN EDUCATION. 

Quotations from Supreme Pontiffs, Holy Fathers, Prelates and 

Eminent Persons. 

{Copied from " The Seminary ," January, 1893.) 

". The wisdom of our forefathers and the very foundations of the State are 
ruined by the destructive error of those who would have children brought up with- 
out religious education. You see, therefore, venerable brethren, with what earnest 
forethought parents must beware of intrusting their children to schools in which 
they cannot receive religious teachings." — Leo XIII. 

" The Church has always openly condemned what are called mixed or neutral 
schools."— Leo XIII. 

"All other instruction given in the schools should appear as accessory to the 
religious."— Pius IX. 

"A Christian school is a perpetual mission." 

" The Christian school is the source of all the good that is done in the Church." 
— Blessed De La Salle. 



FINAL REPORT CATHOLIC EDUCATIONAL EXHIBIT. 37 

" The heartless talk about teaching and training children in religion by their 
parents and at home, and in the evening when parents are worn out by daily toil, or 
one day in seven, by Sunday schools, deserves no serious reply. To sincere common 
sense it answers itself — heartless talk deserves no serious reply." — Cardinal Man- 
ning. 

" Mere science and literature are no guarantee for sanctity, or even for consci- 
entiousness." — Cardinal Manning. 

"From schools without religion — schools which necessarily lead to all social 
and religious disorders — deliver us, O, Lord." — Rt. Rev. John Vertin, Bishop of Mar- 
quette. 

" Now as you cannot easily provide in your homes for the entire training of 
your children, even when aided by the religious instructions in the church, it becomes 
your imperative duty to send them to Christian schools, so that they may grow up 
in Christian virtue, as well as in the various branches of secular knowledge suitable 
for their advancement in the world. We have often spoken to you on this important 
subject. It has been frequently expounded to you by your pastors." 

"It is our most solemn injunction and most positive command that every 
church in the diocese have its school. Where a congregation cannot at once build 
both school and church, let them build the school-house and wait for the church. 
There is little danger of the old losing their faith, but there is every danger that the 
young will." — Bishop Gilmour. 

"As they cared not to have God in their knowledge, God delivered them up to 
the reprobate sense, to do those things which are not becoming; being filled with all 
wickedness, inventors of evil things, disobedient to parents, without affection and 
without mercy." — St. Paul, Romans I: 28. 

"The Christian school is as necessary as the foreign missionary."— St. Greg- 
ory the Great. 

" Christian education is an apostolic function, because there is the office of 
the Apostles whom Jesus Christ appointed to be the masters, teachers and saviors of 
men." — St. Jerome. 

" Two objects we have in view, viz: To multiply schools and to perfect them. 
We must multiply them until every Catholic child in the land shall have the means 
of Catholic education within reach. No parish is complete till it has Catholic 
schools adequate to the needs of its children." 

" Then we must perfect our schools. We must repudiate the idea that the 
Catholic schools need to be in any respect inferior to any other school whatever." 

" Schools ought to be erected alongside of every church in the several Dioceses 
in which Catholics may be instructed in religion and sound morality, as well as in 
letters and the liberal arts.'" 

; ' We exhort and beseech bishops that they shall take care that schools 
attached to every church shall be established in their Dioceses." 

" To shut religion out of the school and limit it to the home and the church is 
to train up a generation that will consider religion good enough for the church and 
home, but not for the practical business life."— Baltimore Councils. 

"Go and build your own schools; raise arguments in stone with the cross on 
top; raise arguments in the shape of the best education and most moral citizens of 
the Republic, and the day will come when you will enforce recognition. The inculca- 
tion of knowledge is only a part of an enlightened system of education; a training of 
the will is as necessary as the cultivation of the other faculties of the mind." — Arch- 
bishop Hughes. 



38 FINAL REPORT CATHOLIC EDUCATIONAL EXHIBIT. 

" The religious and secular education of our children cannot be divorced from 
each other without inflicting a fatal wound upon the soul. The moral consequences 
of such a departure is to paralyze the moral faculties and to foment a spirit of indif- 
ference in matters of faith," — Cardinal Gibbons. 

" What young minds imbibe is scarce ever to be rooted out, and they are dis- 
posed sooner to imitate defects and vices than virtues and good qualities." — St. 
Jerome. 

" Education which, without the aid of Christian doctrine and its salutary 
moral precepts, instructs the mind and molds the tender hearts of youth, natu-ally so 
prone to evil, must infallibly produce a generation that will have no guide but their 
own wicked passions and wild conceits, and be a source of the greatest misfortunes 
to the commonwealth and their own families." — Pius IX. 

" I would share my last cent (sous) with the schools. Last year 1 was told, 
'Oh, how much good could be accomplished with 50,000 francs more!' Count upon 
that increased sum, was my answer. I will tax the Peter Pence in 30,000 francs, and 
I will furnish the residue from my private purse." — Leo XIII. 

" Every council, every assembly of Catholic Bishops held in modern times, has 
given the most positive decision in its regard. The Supreme Pontiffs have again and 
again, with no faltering accents, but in clearest tones, proclaimed from their high 
place of authority, the watch-tower on which Christ has placed them to guide and 
direct the entire church, the absolute necessity of making education more Christian; 
and it has been clearly decided by their superior power that no Catholic of whatever 
rank or condition he may be, can approve of any system of instruction from which 
religion is totally excluded. But even if the voice of the church were not so clear, 
your own experience should save you from the crime of sending your children to 
Godless schools. 

" See how infidelity and impiety are stalking over the land. See how contempt 
for authority, self-seeking and dishonesty, complete disregard for moral obligations, 
and other kindred evils, are increasing so rapidly and assuming such' gigantic pro- 
portions that men stand aghast at the prospect, and are filled with alarm for the 
future destinies of our country." — Cardinal McCloskey, Archbishop Corrigan and the 
Bishops of Brooklyn, Rochester, Buffalo. Albany, Ogdensburg, Newark, Trenton and 
Curium. 

" We solemnly cttarge and positively require Catholic parents to send their 
children to Catholic schools." — Archbishop Purcell. 

" We can no longer deny it — the great defect, the gnawing canker, the blight- 
ing curse of our educational system is the absence from it of a wholesome relig- 
ious instruction." — Archbishop Spalding. 

" No school is good which attempts to educate the mind or the body or the 
conscience without the aid of religion. The- church cannot and does not consent to 
the (exclusion of religion from any educational process." — Bishop Spalding, of 
Peoria. 

" In a word, for Catholics who understand their duties as such, the question of 
education is paramount to every other consideration, and must be essentially and 
eminently Catholic if it will not be defrauded of its noble ends," — Archbishop 
Perche. 

" If no provision is made for the Christian culture of the rising youth, it is 
feared that, twenty years hence, it will be much easier to find churches for a congre- 
gation than a congregation for churches." — Cardinal Gibbons. 

" As the church cannot surrender to any power on earth— the formation of its 
own children, ro it cannot surrender to any the direction of its own schools. '—Car- 
dinal Manning. 



FINAL REPORT CATHOLIC EDUCATIONAL EXHIBIT. 39 

"The sciences, as other gifts of God, may be used to wrong purposes with 
which they have no connection, and for which they were never intended: in Greece, 
the elements of beauty with wmich the world is flooded, and the poetical faculty 
which is its noblest interpreter, were made to minister to sensuality. So, now too. 
the department of facts,, and the method of search and experience which is proper 
to it, may for the moment eclipse the light of faith in the student, and be degraded 
into the accidental tool of infidelity." — Cardinal Newman. 

" Robespierre and other French despots proclaimed that all children were the 
property of the State, to be educated under its care, at the public expense. When 
the instruction of the rising generations and the direction of schools falls under the 
absolute control of the ruling pow r ers of the earth, that sort of wisdom which St. 
Paul calls earthly, sensual, diabolical, soon begins to prevail; the wisdom from above 
falls away, and neither religion nor true christian liberty can be safe." — Cardinal 
Cull en, Archbishop of Dublin. 

" The secular school can only meet the wants of a family without religion — 
it can never satisfy a family with religious convictions." — Prince Card. Schwarzen- 
berg. 

"Religion alone forms the greatness of a nation, maintains its splendor, and 
prevents decay." — Bishop Dupanloup. 

" I would earnestly exhort the pastors of souls to spare no exertions to estab- 
lish these schools, and watch over them themselves with the greatest solicitude, and 
I would exhort all Catholics to shrink from no sacrifice in order to have them in 
their midst. A parish without such schools does not deserve the name, and can 
bring little consolation to the hearts of either priest or people. I have always been 
a great advocate for educating our children in our own schools, and if we could get 
no bet' er — in hedge schools." — Most Rev. J. R. Bay ley. 

"Let us educate our children, but let it not be in mere learning, which fills 
the mind with pride, and increases the ability of doing mischief, but let us educate 
them in the discipline and fear of the Lord." — Bishop Doyle, of Kildare and Leigh- 
lin, Ireland. 

"Above all, strain every nerve to keep your schools as hitherto intimately 
united with the church. It is only through this intimate union with the church 
that the schools will be enabled to promote the true temporal and eternal welfare of 
your children. The secular public school injures the interests of the Christian 
family. It is not only, as the German Bishops in their last memorial state, an anti- 
church, it is also an anti-family system." — Bishop Von Ketteler, of Mentz. 

"Sad experience has made it evident that Catholic youth, by the frequenta- 
tion of the public schools, are almost without exception, exposed to great danger, 
not only of corruption of morals, but also of losing the faith itself." — Rt. Rev. 
Bishop McCloskey, Louisville, Ky. 



40 FINAL REPORT CATHOLIC EDUCATIONAL EXHIBIT. 

" Tile parochial school, as it should be, and as it will be, will not only guard 
the faith of the children and transfigure the church of God, but it will prove to 
be the most potent factor for the conversion of our beloved country."— Archbishop 
Hennessy, of Dubuque. 

41 We claim that the people of this land who want Christian education should 
have it. Christian education is necessary for the true glory of the country." — Rt. 
Rev. M. J. O'Farrell, Bishop of Trenton. 

"A great orator of our day has truly declared that the civilization and pros- 
perity of our country depends on its Christianity, and that its Christianity depends 
on education. I have repeatedly said, and I reiterate the assertion, that I am more 
solicitous for the multiplication and diffusion of the teaching orders of the church 
than even for the spread of the priesthood; for education is, today, the greatest 
work which the church has in hand."— Rt. Rev. J. J. Keane, D. D., Rector of the 
Catholic University, Washington, D. C. 

"Religion and morality are the pillars of human happiness. Let us with 
caution indulge the supposition that morality can be maintained without religion. 
Reason and experience forbid us to expect that national morality can prevail in ex- 
clusion of religious principle." — George Washington in his Farewell Address. 

" It is necessary that education be given and received in a religious atmos- 
phere, and that religious impressions and religious observance penetrate all its 
parts. Popular education, to be truly good and socially useful, must be fundament- 
ally religious." — Guizot, a Protestant and formerly Prime Minister of France. 

" We must make education more religious than it has been up to the present 
moment; we must put it upon the former basis; and if we do not, I tremble for the 
future of France." — Mr. Thiers in his report to the "Corps Legislatif." 

" Every system which places religious education in the back-ground is per- 
nicious."— Gladstone. 

" The safeguard of morality is religion; it is the companion of liberty in all 
its battles and triumphs; the cradle of its infancy, and the divine source of its 
claims." — De Tocqueville in his "American Republic." 

" I am convinced that on the day on which we cease to make the saving teach- 
ings of the Gospel the basis of education, the fall of our national civilized life will 
be inevitable." — Herr Von Puttkamer, (Seminary of New York.) 

A rector who has one of the most flourishing parishes in Chicago, speaking of 
his excellent and well attended school, said: " Brother, if my school were taken away 
from me I would resign my parish." 

Of the 182 pages of the "Acts and Decrees of the Third Plenary Council 
of Baltimore," upwards of 50 pages are taken up exclusively with all grades of 
schools, colleges and academies. 



FINAL REPORT CATHOLIC EDUCATIONAL EXHIBIT. il 

These decrees urge " the erection of a school in every parish, and that parents 
send their children to the parish school or some other good Catholic school." 

''That seminaries give special attention to Psychology, the Normal Course and 
Pastoral Theology.'' 

" That the Priests, after promotion to an irremovable rectorate or other dignity 
is to depend upon their care of their schools." 



ADDRESSES AND PAPERS RELATING TO CATHOLIC EDU- 
CATION READ AT THE CATHOLIC CONGRESS, 
CHICAGO, 1893. 

(Published in the World's Catholic Cojigresses, J. S. Hyland, Chicago, III.) 

" Catholic Higher Education." — Rt. Rev. J. J. Keane, Rector Catholic 
University of America, Washington, D. C. 

" Lessons of the Catholic Educational Exhibit."— Rev. Bro. Am- 
brose, F. S. C, De La Salle Institute, Chicago, 111. 

"The Needs of Catholic Colleges."— Prof. Maurice Francis Egan, D. 
D., Notre Dame University, Notre Dame. Ind. 

» fc Plea for the Establishment of Free Higli Schools."— Rev. John 
L. Murphy, Holy Ghost College, Pittsburgh, Pa. 

"Young- Men's Societies. " — Warren E. Mosher, Yougstown, Ohio. 

" Workingmen's Organizations and Societies for Young Men."— 

Rev. F. J. McGuire of Albany, N. Y., President of Catholic Young Men's National 
Union of the United States. 

"Our Catholic School System."— Rev. Brother Azarias, F. S. C. (died 
at Plattsburgh, N. Y., August 20, 1893). Paper read by his brother, Rev. John F. 
Mullaney of Syracuse, N. Y. 

"The Negro Race"— Plea for their Education," and for Pro- 
viding Missionaries. — Rev. J. R. Slattery, Baltimore, Md. 

"Catholic Summer Schools and Reading Circles."— Katherine E. 
Conway, Boston, Mass. 

"Alumnae Associations in Convent Schools." — Elizabeth A. Cronyn, 
Buffalo, N. Y. 



42 FINAL REPORT CATHOLIC EDUCATIONAL EXHIBIT. 

THE FOLLOWING SEVEN PAPERS BY ET. REV. BISHOP 

SPALDING APPEARED DURING THE PERIOD 

OF THE WORLD'S FAIR. 

1. " Views of Education " — Paper read before the World's Congress of Repre- 
sentative Youth, July 18, 1893. 

2. " Patriotism. "'— Published in American Young People, Jan., 1893. 

3. " Catholic Educational Exhibit in the World's Columbian Exposition." — 
Catholic World, July, 1892. 

4. "Professional Education." — Address delivered to the graduates of the 
Kentucky Medical School, Louisville, Ky. 

5. " Why the World's Fair Should Be Open on Sunday."*— Arena, Dec, 1892. 

6. " Religious Instruction in State Schools." — Educational Review. New York, 
July. 1891. 

7. "On Pure Morals in World's Fair Exhibitions." — Chicago Post. January 
1, 1893. 



LECTURE BY RT. REV. JOHN J. KEANE, D. D., RECTOR OF 
THE CATHOLIC UNIVERSITY OF AMERICA. 

" Christian Education in America." 

F. M. EDSELAS. 

"An Educational Bureau and Journal."— Catholic World, Feb , 1893. 
" Institute for Woman's Professions."— Catholic World. June. 1893. 

ELIZA ALLAN STARR. 

"Art in Catholic Schools."— Paper read at Educational Congress, Chicago. Fri- 
day, July 21. 1893. 

EMMA C. WHITE. 

" Catholic Kindergartens."— Catholic Reading Circle Review. Oct., 1893. 

BROTHER POT A MIAN, F. S. C. 

"Gilbert of Colchester, the Father of Electrical and Magnetic Science.'* — 
Catholic Reading Circle Review, Sept., 1893. 



FINAL REPORT CATHOLIC EDUCATIONAL EXHIBIT. 43 

PROTEST AGAINST EXHIBITING INDECENT PICTURES. 

During the fall of 1892, some daily papers published illustrations and descrip- 
tions of certain sensational and objectionable paintings, and stated that they were 
to be exhibited at the World's Columbian Exposition. 

The subject called for the following article from the pen of Right Reverend 
J. L. Spalding, D. D., Bishop of Peoria, and was published in the " Sunday Post," 
Chicago, January 1, 1893: 



Pure Morals at World's Fair. 

This is true liberty, when free-born men, 
Having to advise the public, may speak free; 
Which he who can, and will, deserves high praise; 
Who neither can, nor will, may hold his peace; 
What can be juster in a state than this? 

— Euripides. 

Ours is the busiest of all ages and we are the busiest people of the age. As a 
result, the wealth of the world is now greater than ever before, and we are rapidly 
becoming the richest nation in the world. What ends do our diligence and our 
money serve? They seem to enable us to become more diligent and to get more 
money. We are made the slaves of business and toil, and our wealth stifles the no- 
bler faculties, shutting us out from the true intelligence and from the gentle usages 
which make life pleasant and sweet. In the midst of national prosperity there is an 
increasing dearth of men and women who are exalted by knowledge and virtue, who 
stand forth conspicuously as the intellectual and moral leaders whose speech and 
example enlarge and refine the life of the multitude. The feverish and absorbing 
pursuit of money, while it has established a great and growing inequality of posses- 
sion, seems to make the rich and the poor equal in hardness, in narrowness in dis- 
content and unintelligence. Our schools, which have helped to make us shrewd, and 
keen-witted, have failed to give us faith in high ideals or a sense for beauty or a love 
of culture. 

Our material progress is a marvel to all men; our efforts to develop a nation of 
nobler, purer, more enlightened human beings than have ever existed elsewhere have 
been disappointing. This, however, is our mission, if we have a missi:n, and it is en- 
couraging to know that the best among us feel this to be so. Hence, when they turn 



44 FINAL REPORT CATHOLIC EDUCATIONAL EXHIBIT. 

their thoughts to a national enterprise, such as the Chicago Columbian Exposition, 
they are less concerned to know what its effect upon trade and manufacture will be 
than what will be its religious, moral and intellectual influence. 

Considered from a financial point of view, it will stimulate what does not need 
stimulation, but it will not help to solve any social problem growing out of inequali- 
ties in the distribution of wealth. If it is to lead to good results it must exercise an 
intellectual and moral influence on the millions by whom it will be visited. Return- 
ing to their homes, scattered throughout the land, they should carry with them new 
and fresh thoughts, deeper impulses to high and pure life. The gathering of vast 
multitudes in a great city inevitably leads to immorality of various kinds. What is 
unavoidable we accept without protest, but we have the right to demand that the mu- 
nicipal authorities of Chicago provide for the bodily health and well-being of its vis- 
itors by employing whatever means hygiene and sanitation may suggest; and still 
more that they remove, as far as possible, all temptation to wrong-doing. During the 
Fair the city should be cleaner than it ever has been, and its moral atmosphere 
should be purer. It will be crowded with the human beasts of prey who make a liv- 
ing by pandering to man's greed and sensual passions, and hence the laws of decency 
and order should be enforced with more than ordinary vigilance and severity. The 
amusements offered to the public outside the Exposition grounds should be of an 
elevating character, and the exhibition of the bodies of women in a condition more 
suggestive and more degrading than that of nudity, should be forbidden. Steps 
should also be taken to put a stop to the disgusting disfigurement of the city through 
the posting of indecent pictures, which tend to destroy both taste and morality. In 
this exposition Chicago will be taken, first of all, as a type of western life and civili- 
zation, and she must have a care that those who have persuaded themselves that the 
West is coarse, vulgar and material, shall not be confirmed in this opinion. 

Chicago is the metropolis of a progressive, powerful and aspiring people, and 
there should be found nothing in it to remind us of the border town or mining camp, 
whose chief institutions are the saloon, the gambling hell and the brothel. As to 
the exposition itself, the directors and managers have repeatedly assured the public 
that it is to have an educational value ; that its influence will be for good, both mor- 
ally and intellectually. If this is to be made true, they must refuse to be guided by 
French standards, in the art exhibit at least,, and in the character of amusemenss 
they offer visitors. The Paris exposition of 1889, in these two matters, certainly wat 
a source of corruption. Many of the paintings were fit to be hung only in a temple 
of Venus, and the lascivious dances which were performed every day in the Rue de 
Caire and in the theater on the grounds could be tolerated only among a people giv- 
en over to the worship of the goddess Lubricity. Art ceases to be art when it be- 
comes cynical and profligate, when it appeals to sensual instinct, and not to the soul. 
To permit the paintings of a certain French school to be shown in the exposition 
buildings would be an insult to every pure woman, Nothing should be found there 
before which a true man may not stand without blushing bv the side of his mother 



FINAL REPORT CATHOLIC EDUCATIONAL EXHIBIT. 45 

or sister. The great weight of enlightened opinion favors the opening of the exposi- 
tion on Sundays, but if the laborers, with their wives and daughters, are to be in- 
vited to inspect paintings and dances which one would not think it possible to find 
outside of the low haunts of debauchery, then no one who has at heart the welfare 
of his fellowmen, his country's good, can desire that the gates of the exposition be 
kept open Sunday or any other day. 

Would not the efforts to induce Congress to take the Sunday clause from 
its souvenir money grant be more likely to prove effective if the assur- 
ance were given by the managers that the Exposition shall in no way 
whatever be made to subserve the interests of the great goddess, Lubric- 
ity? The motive of the Pair directors in wishing to open the gates of 
Jackson Park on Sundays, has, of course, nothing to do with the lawfulness 
and propriety of such a proceeding. If it is right to visit the Fair on any day 
it is right to visit it on Sunday; and if the American people are once persuaded that 
whatever is objectionable to the moral sense will be kept away they will not insist 
on closing the Exposition against the toiling masses on the only day of the week on 
which they have leisure. The manifest indifference of some of the members of the 
board of the education exhibit has awakened the suspicion in a great many minds 
that the whole business will be conducted in a petty shop-keeping spirit, without 
regard to its intellectual and moral influence. The attractions of the Columbian 
Exposition will surely be great enough without such pitiful adjuncts as dance halls 
and obscene pictures. 

Let the religious and enlightened minds of the country turn their attention to 
this matter; let them insist that the Exposition shall be such that it will be alto- 
gether good for man, woman and child to see it, and then there will be no sufficient 
reason why it should not be visited on any and all days. Those who observe, easily 
perceive that the danger which threatens our national life more than any other, is not 
drunkenness, but sexual immorality. Renan, uttering the thought of the whole 
French infidel school, has said that nature cares nothing for chastity, thereby imply- 
ing that it is more or less a matter of indifference. Matthew Arnold says, in reply, 
that whatever nature may or may not care for, human nature cares for chastity, 
and that the worship of the great goddess Lubricity is against human nature — it is 
ruin. "For this," he continues, "is the test of its being against human nature, that 
for human societies it is ruin/' 

Impurity is not the only vice, but more than any other vice it stunts and mars 
what is high and harmonious in man; it robs the mind of noble thoughts, the heart 
of sweet love; it leads to hardness and insolence, to dishonesty and brutality; it 
feeds the beast in man and starves his soul. When a people hearken to false proph- 
ets, proclaiming that chastity is of no importance, it is lost beyond recovery. What 
its representatives are ready to do when opportunity is given we may learn from the 
disgusting disclosures of the Panama Canal scandal. It were idle to deny that the 
worship of the impure goddess threatens to bring calamities upon us. Who can read 



46 FINAL REPORT CATHOLIC EDUCATIONAL EXHIBIT. 

the advertisements in some of our most widely circulated newspapers, who can look 
upon the bill-boards of our cities, reeking with vulgarity and obscenity, who can 
watch the proceedings of the divorce courts, who can stroll through the streets at 
night without being made aware that the sense of chastity is dying or dead? To add 
to the danger the reformers and zealots, shutting their eyes to this cankerlike and 
all-pervading evil, sit complacently astride some prohibition of the Sabbath hobby- 
horse, predicting woe if a glass of wine is sold or the gates are open on Sunday. 

If the Columbian Exposition is to be a blessing and not a curse, its managers 
must see that it is kept pure and clean from even the suspicion of pandering to the 
worship of the goddess Lubricity. If it leave us less moral, less chaste; if it lead us 
deeper into what Huxley calls the rank and steaming valleys of sense, then, though 
it should bring us billions of money, there will be hopeless loss. 






The repeated announcement that improper paintings were to be exhibited, 
caused the following form of protest to be circulated for signatures: 



SOLEMN PROTEST. 



Against Exhibiting Indecent Pictures at the World's Fair, Chicago, 
1893. This Protest, with Signatures, to be Presented to the 
Art Committee in Chicago, March 1, 1893. 

Chicago, III., February, 19, 1893. 
To the Officers and Members National Commission, Executive Committee, Council 
of Administration and Art Committee, World's Columbian Exposition, 1893: 

Free from the mercenary motives that may prompt interested persons, and 
actuated by a desire to keep our moral atmosphere as untainted and fresh as 
possible, we are impelled, for the sake of all that has moral worth in our national 
existence, and in the name of Religion and her daughters, Art and Piety, to enter 
Solemn Protest against the proposed exhibition at the World's Fair of the nude 
and lewdly suggestive subjects that have been made the theme for the brush and 
chisel of talented men, who have thus prostituted the gifts to which high Heaven 
has made them heir. 



FINAL REPORT CATHOLIC EDUCATIONAL EXHIBIT. 47 

We Believe That: 

Fikst. Whatever appeals to and arouses the animal in man, does so at the expense 
of mind and soul; 

Second. The nude, and with much more reason, the lewdly suggestive in art are a 
direct and satanically astute appeal through the imagination to the passions 
of man's lower nature; 

Third. The finely balanced nerves of the quick-minded American youth render 
them peculiarly succeptible of impressions through the medium of the imag- 
ination; 

Fourth. As subjective sensations are more deleterious than those produced by that 
which has an objective reality, and as the art-pieces referred to are banefully 
sensuous in themselves and in their effects on the imagination, they will, 
therefore, be peculiarly and markedly harmful to the youth of our land whom 
we regard as "The Trustees of Posterity;" 

Fifth. While this is peculiarly true for the young, it is generally true for the com- 
mon count of humanity. There are but a very limited number of persons suf- 
ficiently gifted to view a work of art objectively. The artist, himself, measures 
the success of his work by its subjective effect; 

Sixth. To make a public exhibition of the kind of art referred to, will establish a 
precedent that, thus far at least, our people know not of; 

Seventh. There is nothing elevating or ennobling in such works of art, even though 
from a master's hand. If the artist must study the nude, let him do so in the 
privacy of his studio. So did Raphael; so did Fra Bartolomeo; so did others 
of the great masters — decently draping their figures before presenting them 
to the common eye. 

Eighth. True art has never gained by a public exhibition of the nude, no matter 
what the perfection of sensuous grace characterizing the swelling outlines that, 
make up its contour; 

Ninth. True art is of the mind, mental; and of the spirit, spiritual; and whoso 
drags it from this high place, to make it pander to the sensuous, prostitutes 
alike himself and his gift to the service of what is common to jackal, sloth, 
swine, and man — animal nature. 

With these truths in mind, we do, therefore, lift our voices in solemn protest 



48 FINAL REPORT CATHOLIC EDUCATIONAL EXHIBIT. , 

If the mail department recently refused to pass through its offices a noted novel on 
the ground of its immorality, surely there is a law in the land to prevent the display 
of an art that threatens to tear down the barriers of Modesty and trample Shame 
itself in the dust. 

History teaches the danger of national decay in the midst of a nation's mate- 
rial prosperity. It has ever been the vile canker Worm of soft voluptuousness, that, 
at such times, has devoured the vitals of a nation by ruining her youth. Against 
this evil, which is even now staring us in the face, we must protect ourselves. 

" The Youth of a Nation are the Trustees of Posterity." If we 

would not jeopardize our national existence, we must save our youth ! 

The foregoing form of Protest was signed by thousands of men and women of 
the highest standing in the United States. In an interview, Halsey C. Ives, Chief of 
the Department of Fine Arts, stated that he had always insisted that no objection- 
able pictures should be accepted by any of the commissioners or committees. He 
further said, that when it was suggested that probably some sensational paintings 
of the French Section of the Paris Exposition of 1889 would be sent, I emphatically, 
said to them: "Gentlemen, send nothing of the kind; our American people would 
not tolerate the exhibition of such pictures.*' 

The following letter and the signed protests were placed in the hands of the 
Chief of the Fine Arts Department: 



To HALSEY C. IVES, Chairman, 

and Members of the Committee of Fine Arts, 

World's Columbian Exposition, Chicago, 1893. 
Gentlemen : Within the past three months there have appeared in some of 
the daily papers sketches and notices of very objectionable paintings which, it is 
said, have been accepted by the Fine Art Committee of France for the Art Gallery 
at the coming World's Fair. 

From the press, it has also been learned that several paintings of this charac- 
ter have already been brought into the United States and are now on exhibition in 
other cities, previous to being sent to the Exposition. It is not our purpose to dis- 
cuss the " Nude in Art," nor to make any declaration which could give occasion to 
the charge of our being zealots or fanatics. It is patent to all, in the matter of the 
"Nude in Art," as far as paintings are concerned with their warm coloring, that there 
may be abuse, as there has been in the past. This was notably true of the French 
Art Department in the late Paris Exposition, where visitors from all parts of the 
world condemned the indecency and obscenity of many of the paintings exhibited, and 
which the respectable people of France declared absolutely shocking. 



FINAL REPORT CATHOLIC EDUCATIONAL EXHIBIT. 49 

But for the published illustrations and notices herein mentioned and the gen- 
eral censure upon the number of indecent pictures exhibited at the Paris Exposition, 
the idea of a protest would never have suggested itself. 

We have ever had full confidence in the judgment and integrity of our Ameri- 
can Art Committee, and feel that they will not allow the exhibition of indecent and 
obscene pictures, against which our protest is aimed. This feeling of confidence in the 
American Committee of Fine Arts has received expression from the highest officials 
in the United States and State Governments, as well as from ecclesiastics and pri- 
vate citizens of the highest standing. His Excellency, the Chief Executive of Indi- 
ana, writes: 

" The gentlemen who will have charge of the Art Department have been se- 
lected for their fitness and high standing, and to them I believe can be left what will 
be proper to exhibit. I hope and believe that they will admit nothing to this exhi- 
bition that could be regarded as improper." 

The Honorable Governor of- Arkansas thus expresses himself: 

"I am unwilling to assume that the management of the World's Fair are either 
fools or knaves or libertines; but that they will pursue such a course of conduct as 
will conduce to the education of mankind in all the departments of life." 

The letter from His Excellency, the Governor of Missouri, is so strong and sa 
pertinent that it is here given in full: 

City of Jefferson, Feb. 20, 1893^ 

Brother: I have your favor of recent date relative to the exhibition of inde- 
cent pictures at the World's Fair. I concur in the protest you make against it, if 
indeed it be contemplated. A naked woman, whether she breathes or is exhibited on 
canvas, tends to excite the animal, and not at all to elevate the noble elements of 
man. A naked man is hardly a fit subject for a modest woman to inspect. When 
our people become habituated to things of this kind, and find pleasure in voluptu- 
ousness, you may be assured that the rugged and splendid manhood and woman- 
hood, which builds great States and guards the liberties of the world with strong 
and jealous hand, is beginning to decay. Respectfully, 

Wm, J. Stone. 

Some of our dailies have erroneously given out that this protest is against the 
''Nude in Art." They have gone wide of the mark. We have nothing to say 
of whatever, "may be right, good and proper in the 'Nude in Art.' " The protest* 
which is herewith presented, is against the exhibition of indecent or obscene paint- 
ings, as from published illustrations and accounts are said to have been accepted by 
art committees abroad, and were a discreditable feature at the Paris Exposition. 



50 FINAL REPORT CATHOLIC EDUCATIONAL EXHIBIT. ' 

The United States and State courts have decided and concurred in the law on 
indecent and obscene pictures, as is shown in Judge Gildersleeve's charge to the jury 
in the General Sessions Court of New York: 

" The test you apply is this: Look at this picture and say whether or not, in 
your judgment, its tendency is to create lewd ideas, or to corrupt and deprave the minds 
of persons open to such impressions, and into whose hands it is likely to fall? Look 
at that picture, and say if it should come into the hands of your children, into the 
hands of your sons, or your daughters, if the impressions it would be likely to create 
would be pure and moral ones, or whether they would be likely to create lewd, lasciv- 
ious, and immoral impressions." 

" Judge Daniels, of the Supreme Court of New York county, in the case of 
People vs. Miller, in affirming the judgment of the lower court said: 

u The statute (Sec. 317 P. C.) in the popular sense and understanding, may in- 
clude all pictures, drawings and photographs of an indecent and immoral tendency, 
intending to include as obscene such as are offensive to decency by exposing what 
purity and decency forbid to be shown, and productive of libidinous and lewd 
thought or emotions." 

The Supreme Court of New York county thus defined the object of the law: 

" The object of the law was to p'rotect public morals, especially as to that class 
of the community whose character is not so completely formed as to be proof against 
the lewd effects of the pictures, photographs and publications prohibited." 

The publications previously referred to inspired Right Rev. Bishop Spalding 
of Peoria to offer a plea for the exclusion of indecent paintings, w T hich was published 
January 1, 1893, and received most complimentary notices and indorsements. 
Among these was one from the late Dr. Phillips Brooks, the Protestant Episcopal 
Bishop of Boston, who, after having read the article against exhibiting obscene pic- 
tures and allowing improper amusements, said: 

" This is a great article, a grand work, that ought to be memorized and 
preached by every minister throughout the land." 

A copy of Bishop Spalding's plea is included in this communication. This 
protest against the exhibition of indecent pictures is signed by many representative 
people in the United States, including Federal Government and State officials, Arch- 
bishops, Bishops, Priests, Ministers of the Episcopal, Evangelical, Baptist and other 
denominations, as well as by members of the Judiciary, bankers, merchants, Presi- 
dents of societies for the suppression of vice, and respectable people from all over the 
> country. 



FINAL REPORT CATHOLIC EDUCATIONAL EXHIBIT. 51 

The very limited time since I was recommended to issue this protest, and ab- 
sence from the city, have prevented a very wide circulation. The Governors of 
States and heads of the various organizations who have concurred in this protest 
represent nearly twenty -five millions (25,000,000) of people. The signers emphasize 
that the American people are in favor of law and order. 

I herewith submit protest, with copy of list of signatures from all parts of 
the United States. 

I remain, gentlemen, 

Very sincerely and respectfully, 

Brother Maurelian, 

Secretary for the Committee. 



Reply from the Chief of the Fine Arts Department. 

World's Columbian Exposition — Department of Fine Arts, ) 

Chicago, 111., March 21, 1893. ) 

Dear Brother Maurelian: A multiplicity of duties has absorbed my time 
to such an extent since my very pleasant interview with you that I have found it 
impossible to acknowledge the receipt of your communication at an earlier time. 

In dealing with the various commissioners from foreign countries, I have kept 
constantly before them the idea that the standard we are striving for in the Depart- 
ment of Pine Arts will require the best work produced by their strongest artists. In 
assigning them space, I have endeavored to impress upon them the fact that their 
exhibits should represent not what they believe the people of the United States de- 
mand in art, but that which their own people — their best people, those who have at- 
tained the highest culture, with the broadest training in all that pertains to fine 
arts — consider the best representation of the various schools. I have tried in every 
case to keep constantly before all those who are connected with the work, and who 
have its welfare at heart, the fact that the exposition is international in character, 
and that we now have an opportunity, such as has never before been presented to 
our people, of learning just what the inhabitants of the various countries consider 
the highest expression attainable in their respective fields of art. 

In many cases representatives of foreign countries have asked me what should 
be done in regard to the exhibition of nude figures. Generally I have replied to all 
such inquiries that no objection could be made by intelligent people to the introduc- 
tion of nude figures in historical or religious subjects, where it is necessary to rep- 



52 FINAL REPORT CATHOLIC EDUCATIONAL EXHIBIT. 

resent an incident accurately. I have never lost an opportunity to draw the distinc- 
tion between art which introduces the naked figure and that which legitimately 
makes use of a nude figure. 

Thanking you for your great interest in the department which I have th© 
honor to represent, I am, my dear sir, very sincerely yours, 

Halsey C. Ives, 
Chief, Department of Fine Arts. 
To Brother Maurelian, De La Salle Institute, Chicago. 

George Parsons Lathrop, the distinguished writer, has rendered a most valu- 
able service to morality in presenting an intelligent and clear review of this im- 
portant subject. 

The World's Fair officials always intended to pursue the proper course in thia 
matter, and the Protest gave evidence of the strong moral support by which the 
best people of the land are ever ready to sustain whatever is right and good. 

The Chicago "Post" says editorially of Bishop Spalding's article: 

" John Lancaster Spalding, the Roman Catholic Bishop of Peoria, has written 
of another peril which besets the Fair; a moral danger arising out of the deplorable 
tendency of this day to lose sight of the strict line which another and perhaps a 
purer period of American life drew, to define the pure in art and manners from the 
impure. Bishop Spalding is no zealot. On the contrary, his place is among the 
highest as a wise and cultivated prelate, a sound scholar and an enlightened patriot. 
Speaking from such a place, his words are coupled with no small authority. We are 
not prepared to believe that the Directors of the Fair propose to open their doors to 
lubricity, but we are certain that these gentlemen, like all the rest, may derive profit 
from this great prelate's words." 

Scores of letters were received from Prelates, the Reverend Clergy, Governors of 
States, Judges of United States, State and County Courts, ministers of nearly every 
denomination, and people in every Walk of life, strongly advocating the cause which 
was the subject of this Protest. 



STATISTICS. 

The Following- List Represents the Classification of Exhibits as to 

Archdioceses and Dioceses, 

Names in CAPITAL LETTERS indicate DIOCESAN EXHIBITS. In all 
other cases the exhibits were located in collective exhibits of religious teaching 
orders or as groups of individual exhibits. 



FINAL REPORT CATHOLIC EDUCATIONAL EXHIBIT. 53 

ARCHDIOCESES. 

Baltimore— 35 institutions: Catholic University of America; 2 normal institutes, 

4 colleges, 5 academies, 22 parish schools and 1 infant asylum. 
Boston — 23 institutions: 4 academies, 19 parish schools. 

CHICAGO— 76 institutions: 1 college, 11 academies, 1 art school, 56 parish schools, 
7 special schools, and beautiful statue in Carara marble of Archbishop Feehan, 
a gift of the Reverend Clergy of the Diocese. 

Cincinnati — 13 institutions: 3 normal institutes, 10 parish schools. 

DUBUQUE — 55 institutions: 1 college, 11 academies, 43 parish schools. 

MILWAUKEE — 21 institutions: 1 normal institute, 2 academies and 18 parish 
schools. 

NEW ORLEANS— 24 institutions: 2 colleges, 11 academies, 10 parish schools and 
1 orphanage. 

NEW YORK — 75 institutions: 1 normal college, 2 colleges, 11 academies, 56 parish 
schools, 4 industrial schools and 1 orphanage; picture in colors of the Catholic 
Educational Exhibit of the Archdiocese of New York, devised by Hon. John 
Mullaly, editor of " The Seminary," showing an increase in school buildings, 
from three (3) in number to one hundred and sixty-eight (168) during the past 
fifty years; a list of all schools in the Archdiocese is given, and each one of the 
one hundred and sixty-eight school buildings is clearly shown in the picture, 
with a number referring to the list. Around the border of the picture are 
quotations from the Doctors of the Church, the Holy Father and our most 
eminent prelates on the importance and value of Christian education; printed 
statistics, showing the value of parochial school property belonging to the 
Archdiocese ($4,515,400), the number of parochial schools, cost of their main- 
tenance session of 1892-93 ($298,227.38), and the number of pupils attending 
each school. 

PHILADELPHIA— 83 institutions: 2 colleges, 5 high schools, and academies 73 
parish schools, 2 industrial schools, 1 orphanage, American Catholic Historical 
Society, Catholic Total Abstinence Union and League of the Sacred Heart. 

SAN FRANCISCO— 68 institutions: 2 normal institutes, 9 colleges, 9 academies, 34 
parish schools, 11 kindergartens, 3 industrial schools and orphanages. 

Santa Fe— 9 institutions: 5 academies, 3 parish schools, 1 Indian industrial school. 

St. Louis— 41 institutions: 2 normal institutes, 2 colleges, 6 academies, 30 parish 
schools and 1 deaf mute school. 

St. Paul — 5 institutions: 3 high schools and academies and 2 parish schools. 



54 FINAL REPORT CATHOLIC EDUCATIONAL EXHIBIT. 

DIOCESES. 

Albany — 6 institutions: 3 parish schools, 2 academies and 1 orphanage. 

Alton — 7 institutions: 2 academies, 5 parish schools. 

Belleville — 3 institutions: 1 academy, 2 parish schools and historical bell, cast in 
1776, gift of the King of France. 

Boise— 1 academy. 

BROOKLYN — 80 institutions: 2 normal institutes, 2 colleges, 18 academies, 53 
parish schools, 5 industrial schools and orphanages. 

BUFFALO— 59 institutions: 1 university, 1 college, 7 academies, 44 parish schools, 
6 industrial schools and orphanages. 

Burlington— 1 academy. 

CLEVELAND — 70 institutions: 1 normal institute, 2 colleges, 4 academies, 62 parish 
schools and 1 industrial school. 

Columbus— 5 institutions: Ecclesiastical Seminary, 1 college, 1 academy, 1 indus- 
trial school, 1 parish school and rare historical collection. 

COVINGTON — 29 institutions: 7 academies, 21 parish schools, 1 orphanage. 

Dallas— 3 institutions: 2 convent schools and 1 academy. 

Davenport — 3 institutions: 1 academy, 2 parish schools. 

DENVER— 19 institutions: 1 college, 4 academies, 13 parish schools, 1 orphanage. 

DETROIT— 6 institutions: 4 academies, 1 parish school and 1 shorthand institute. 

FORT WAYNE— 61 institutions: 1 university, 1 ecclesiastical Seminary, 1 acad- 
emy, 58 parish schools, 1 orphanage. 

Galveston — 7 institutions: 2 academies and 5 parish schools. 

Grand Rapids — 8 institutions: 7 parish schools and 1 Indian school. 

GREEN BAY — 47 institutions: 1 academy, 43 parish schools, 3 industrial schools 
and orphanages. 

Harrisburg— 1 parish school. 

Helena -1 Indian Mission school. 

Jamestown — 1 convent school . 

Kansas City, Mo. — 6 institutions: 3 academies and commercial schools and 3 parish 
schools. 



FINAL REPORT CATHOLIC EDUCATIONAL EXHIBIT. 55 

LA CROSSE — 25 institutions: 1 academy, 22 parish schools and 2 orphanages. 
Lincoln — 1 parish school. 

Little Reck— 2 institutions: 1 academy, 1 colored industrial institute. 

Louisville — 7 institutions: 1 normal institute, 4 academies and 2 parish schools. 

MANCHESTER— 14 institutions: 6 academies and high schools, 7 parish schools 
and 1 orphanage. 

Marquette — 1 parish school. 

Mobile— 8 institutions: 1 normal institute, 4 academies, 3 parish schools. 

Monterey and Los Angeles— 2 academies. 

Nashville — 7 institutions: 1 college, 1 art school, 1 academy and 4 parish schools. 

NATCHEZ — 15 institutions: 2 colleges, 5 academies, 5 parish schools. 1 Indian 
school and 2 colored schools. 

Natchitoches — 3 institutions: 1 academy, 2 parish schools. 

Nesqually — 1 select school. 

Newark — 5 institutions: 2 academies, 3 parish schools. 

Ogdensburg — 1 academy. 

Omaha — 3 parish schools. 

Peoria — 10 institutions: 4 academies, 6 parish schools. Portrait in oil of Rt. Rev. J- 
L. Spalding; gift of the Reverend Clergy of the Diocese. 

PITTSBURGH — 60 institutions: 1 ecclesiastical seminary, 3 colleges, 8 academies, 
and 48 parish schools. 

Providence — 1 academy. 

Richmond — 5 institutions: 1 academy, 3 parish schools and 1 orphanage. 

Sacramento— 5 institutions: 1 college, 3 academies and 1 orphanage. 

San Antonio — 15 institutions: 1 college, 2 academies and 12 parish schools. 

Savannah— 1 parish school. 

SIOUX FALLS— 8 institutions: 1 academy, 5 parish schools and 2 Indian schools^ 



56 FINAL REPORT CATHOLIC EDUCATIONAL EXHIBIT. 

,'Springfield— 6 institutions: 1 C. T. A., B. & L. society, 5 high and parish schools. 

;St. Joseph— 3 institutions: 1 college and 2 parish schools. 

St. Augustine— 1 academy and 1 school for colored children. 

Syracuse — 1 industrial school. 

Vincennes — 47 institutions: 2 colleges, 5 academies, 39 parish schools, 1 Indian in- 
dustrial school. 

Wheeling — 1 parish school. • 

Winona — 2 parish schools. 



VICARIATES— APOSTOLIC. 

Arizona — 1 academy and 1 parish school. 

North Carolina — 7 institutions: 5 academies and 2 parish schools. 



RELIGIOUS TEACHING ORDERS OF MEN. 

Classification of Exhibits According" to Religious Teaching Orders, 
Secular Clergy, Lay Teachers and Special Exhibits. 

Names in Capitals indicate "Collective Exhibits of Religious Teaching Or- 
ders," otherwise they rank as individual exhibits, groups, or are part of Diocesan 
exhibits. 

Augustinian Fathers — 1 college. 

BROTHERS OF THE CHRISTIAN SCHOOLS (EUROPE AND COLONY.)— 
Total 111 institutions. 

FRANCE — 94 institutions: 6 normal institutes, 4 professional art schools, 
4 professional schools for training skilled mechanics, 5 institutes of agri- 
culture, viticulture, mining, etc., 5 commercial schools, 61 intermediate 
and primary schools, 8 boarding schools for elementary instruction, deaf 
mutes, etc , etc. 



FINAL REPORT CATHOLIC EDUCATIONAL EXHIBIT. 57 

SPAIN — 13 institutions: 1 college, 2 boarding schools, 1 commercial school, 8 inter- 
mediate or primary schools and 1 industrial school and orphanage. 

BELGIUM — Boarding school, exhibit of relief maps, wall maps, globes, text-books 

etc. 

r 

ISLE OF MAURITIUS -1 boarding school. 

ENGLAND — 1 college and 1 industrial school. 

BROTHERS OF. THE CHRISTIAN SCHOOLS (United States.)— 90 institutions: 

4 normal colleges, 10 colleges, 14 academies and commercial colleges, 57 parish 
schools, 5 industrial institutions and orphanages. 

BROTHERS OF MARY— 30 institutions: 1 normal institute, 3 colleges and 26 par- 
ish schools. (Includes 3 institutions from the Hawaiian Islands and 1 from 
Winnipeg.) 

BROTHERS OF THE SACRED HEART— 14 institutions: 3 colleges, 6 acade- 
mies and 5 parish schools. 

Benedictine Fathers — 6 institutions: 1 ecclesiastical seminary, (Beatty, Pa.) and 5 
colleges. 

Capuchin Fathers (Herman Pa.) — 1 college. 

Franciscan Brothers — 18 institutions: 1 college, 4 academies, 12 parish schools and 
1 industrial school. 

Holy Cross (Congregation of the) — 6 institutions: 1 university, 4 parish schools and 
1 protectory and orphanage. 

Holy Ghost (Congregation of the) — 1 college and 1 special exhibit. 

Jesuit Fathers — 7 colleges and 1 special exhibit. 

Lazarist Fathers — 1 university and 1 college. 

Precious Blood Fathers (Renssalaer) — 1 Indian normal school. 

St. Viateur (Congregation of) — 1 college and 1 parish school, 



SECtJXAR CIjERGY. 

1 university and 3 colleges. 



58 FINAL REPORT CATHOLIC EDUCATIONAL EXHIBIT. 

REMGIOUS ORDERS OF WOMEN. 

Benedictine Nuns — 18 institutions: 8 academies, 9 parish schools and 1 Indian 
school. 

CHARITY, EMMITTSBURG (Sisters of)— 26 institutions: 3 academies, 15 parish 
schools, 1 technical school, 4 industrial schools and orphanages, and 3 infant 
asylums. 

Charity, B. V. M. (Sisters of)— 26 institutions: 6 academies and 20 parish schools. 

Charity, Greensburg (Sisters of) — 13 institutions: 2 academies and 11 parish 
schools. 

Charity, Mt. St. Vincent (Sisters of) — 35 institutions: 4 academies, 27 parish schools, 
4 industrial schools and orphanages. 

Charity, Mt. St. Joseph, Ohio (Sisters of) — 7 parish schools. 

Charity, Leavenworth, Kansas (Sisters of) — 2 academies and 1 orphanage. 

Charity, Nazareth, Kentucky (Sisters of) — 12 institutions: 4 academies, 7 parish 
schools and 1 colored industrial school. 

Christian Charity, Wilkes Barre, Pa. (Sisters of) — 8 institutions: 1 academy and 7 
parish schools. 

DIVINE PROVIDENCE, Castroville, Texas (Sisters of)— 29 institutions: 9 acade- 
mies and 20 parish schools. 

Dominican Nuns— 66 institutions: 1 college, 9 academies, 50 parish schools, 5 pri- 
mary and kindergarten schools, and 1 orphanage. 

Franciscan Sisters — 62 institutions: 4 academies, 57 parish schools and 1 orphanage. 

Good Shepherd (Sisters of) — 3 industrial schools. 

Gray Nuns — 3 academies and 1 parish school. 

Holy Cross (Sisters of the) — 19 parish schools. 

Holy Family (Sisters of the) — 1 kindergarten school. 

Holy Names (Sisters of the) — 8 institutions: 1 normal institute and. 7 parish 
schools. 

Holy Child Jesus (Sisters of the) — 7 parish schools. 

Humility of Mary (Sisters of)— 1 normal institute and 2 parish schools. 



i 



FINAL REPORT CATHOLIC EDUCATIONAL EXHIBIT. 59 

Immaculate Heart of Mary (Sisters of the) — 19 institutions, 2 academies and 17 
parish schools. 

Incarnate Word (Sisters of the) — 1 parish school. 

LORETTO (SISTERS OP) (Kentucky.)— 28 institutions: 1 normal institute, 17 
academies, 4 parish schools, 6 Indian industrial schools. 

Mercy (Sisters of) — 94 institutions: 27 academies, 60 parish schools, 2 industrial 
schools, 3 kindergartens and 2 orphanages. 

NOTRE DAME (SCHOOL SISTERS OF) (Milwaukee and Baltimore)— 96 insti- 
tutions: 2 normal institutes, 10 academies, 81 parish schools, 1 Indian indus- 
trial school and 2 orphanages. 

Notre Dame (Congregation of Montreal) — 2 academies and 4 parish schools. 

Notre Dame de Namur (Sisters of) — 9 institutions: 3 colleges, 2 academies and 4 
parish schools. 

Notre Dame (Sisters of) (Cincinnati) — 22 institutions: 5 academies and 17 parish 
schools. 

Notre Dame (Sisters of) (Cleveland) — 27 institutions: 2 academies, 24 parish schools 
and 1 orphanage. 

PRECIOUS BLOOD (SISTERS OF THE)— 20 institutions: 1 normal institute, 1 
academy, 17 parish schools and 1 Indian school. 

Presentation Nuns — 10 institutions: 3 academies, 7 parish schools, and kindergarten. 

Polish Felician Sisters (Detroit) — 1 academy and 1 parish school. 

Poor Handmaids of Christ (Sisters of the) — 3 parish schools and 1 orphanage. 

PROVIDENCE (SISTERS OF) (Vigo Co., Ind.)— 45 institutions: 1 normal insti- 
tute, 10 academies and 34 parish schools. 

Sacred Heart (Religious of the) — 2 parish schools and 1 deaf mute industrial school. 

Sacred Heart (Ladies of the) — 1 academy. 

Sacred Heart of Mary (Ladies of the) — 8 institutions: 1 academy and 7 parish 
schools. 

St. Agnes (Sisters of)— 12 parish schools. 

St. Francis (Sisters of) (Greensburgh) — 9 parish schools. 



60 FINAL REPORT CATHOLIC EDUCATIONAL EXHIBIT. 

St. Francis (Sisters of) (Joliet) — 8 institutions: 1 academy and 7 parish schools. 

ST. FRANCIS (SISTERS OF) (Oldenburg, Ind.)— 26 institutions: 1 academy and 

25 parish schools. 

St. Francis of Perpetual Adoration (Sisters of) — 38 institutions: 35 parish schools, 2 
orphanages and 1 normal institute. 

St. Francis (Sisters of) (Rochester, Minn.) — 1 parish school. 

St. Joseph (Sisters of) — 109 institutions: 1 normal institute, 19 academies, 80 parish 
schools, 2 deaf mute schools, 6 orphanages, 1 Indian school. 

St. Mary (Sisters of) — 1 academy and 3 parish schools. 

Ursurline Nuns — 36 institutions: 16 academies and 20 parish schools. (Includes 1 
academy from Canada.) 

Visitation Nuns — 6 institutions: 5 academies and 1 parish school. 

Lay Teachers (Men and women)— 29 institutions: 1 high school, 2 art schools and 

26 parish schools. 



SPECIAL EXHIBITS. 



American Catholic Historical Society, Philadelphia, Pa. — Church, historical relics 
and publications. See Catalogue pages 34 and 35. 

Bishop's Memorial Hall, Notre Dame, Ind. — Valuable church and historical docu- 
ments, relics, portraits and publications. See Catalogue pages 78, 79 and 80. 

Rev. J. C. Breitkopf , Pastor St. Joseph's Church, Omaha, Neb. — Sent from his school 
in charge of the Sisters of the Precious Blood, a weather map, the work of the 
pupils. This map was unfortunately delayed in transit, and was not delivered 
by the express company until seven months after the close of the exposition. 

Brother Arille, Reims, France— Original methods for teaching drawing and design, 
perspective, decorative, etc. 

Brother Alexis, Carlsbourg, Belgium— Set of text books, wall maps, atlases, globes 
submersible and surface relief maps for teaching geography. 

Brother Leobert, Bordeaux, France — Album of calligraphy, complete system of meth- 
ods used by the Brothers of the Christian schools in teaching writing. 






FINAL REPORT CATHOLIC EDUCATIONAL EXHIBIT. 61 

Miss Mary Gwendolin Caldwell, New York City, first foundress of the Catholic Uni- 
versity of America — Artistic embroidery. 

Rev. J. J. Carroll, Pastor of St. Thomas' Church, Hyde Park, Chicago — Manuscript 
translation of letter from Our Holy Father, Pope Leo XIII, dated July 20, 
1892, into the Irish language. 

Catholic Reference Library of America, Notre Dame, Ind. — First volumes of Catho- 
lic periodicals and newspapers published in the United States, rare books, etc. 

Catholic Total Abstinence Union of Philadelphia, Pa. — Historical chart of the Union, 
pamphlets and portrait of Father Matthew. 

Christian Brothers of New York City, 59th Street — Album development of solids, by 
which each one could be constructed in a few moments, also formulas for find- 
ing surface and solid contents. 

Christian Brothers' College, Memphis, Tenn. — Work of the Rev. R. P. Petro Wantier, 
S. J., printed 1633, Bible for the blind, Abridgement of the Christian Doctrine, 
in the Sioux (Dakota) language, by Mgr. Ravoux, of St. Paul, Minn.; type set- 
ting and printing was also done by the author, 1846; Syntagma Juris Universi, 
printed 1699; polyglot edition Imitation of Christ, in eight languages; Trub- 
ner's Literature of Aboriginal American Languages; Prayers of St. Nersetis 
printed in thirty-six languages at the island of St. Lazarus. 

Columbian Library of Catholic Authors — Contributed by authors and publishers in 
the United States, England, Ireland, Scotland and Canada. 

De La Salle Normal Manual or Management of Christian Schools — Revised edition 
of the first Normal Manual or Hand-Book for Teachers ever written, and of 
which blessed De La Salle, founder of the Brothers of the Christian 
schools was the author in 1684. A hand-book for education, to found, organ- 
ize and manage schools; a guide in methods of teaching, developing character, 
etc. To this is added a treatise edited in 1785, " The Twelve Virtues of a 
Good Master," a real treasure for all teachers. 

Most Reverend William Henry Elder, D. D., Archbishop of Cincinnati — Exhibit of 
rare manuscript on vellum, once the property of the great Chancellor, Sir 
Thomas More. This manuscript is evidently the work of the monks of the 
fourteenth century. 

Rev. A. E. M. Dawson, Ottawa, Ontario, Canada — Ossian's epic poems, translated 
into Latin by Rev. Alexander McDonald. 

Rev. A. De Paradis, Coal City, 111. — Iliuminated and illustrated volume Magnificat, 
in 150 languages, with poetic quotations, etc. 



62 FINAL REPORT CATHOLIC EDUCATIONAL EXHIBIT. 

Holy Family Church, Cahokia, 111. Old church bell cast in 1776, 14 inches high and 
44 inches in circumference, gift of the king of France, and first bell used west 
of the Alleghany mountains. 

.League of the Sacred Heart, Jesuit Fathers, Philadelphia, Pa. — Diplomas, badges, 
charts, almanacs, devotional pictures, circulars, publications for the promo- 
tion of religion, morality and education. 

St. Jerome's Catholic Total Abstinence Benevolent and Literary Society of Holyoke, 
Mass. — Illustrations of buildings, meeting halls, reading rooms, library and 
billiard rooms, gymnasium, bath rooms, parlor, Spiritual Director, officers, 
guards, drum corps and baseball team. 

Rev. N. H. Nosbisch, Ottawa, Ohio— 2 volumes, the works of St. John Chrysostom 
printed 1633. 

Papal Josephinum College, Columbus, Ohio — Rare and valuable historical maps, 
documents and publications of the 16th and 17th ceuturies. Rare books, etc. 

F. S. C. Procure, New York City, N. Y.— Brothers of the Christian Schools. 
Set of drawing books for teaching linear and free-hand crayon drawing, with 
hand-books for teacher. Set of books for teaching writing — system of the 
Brothers of the Christian Schools. 

Procure Generale, Paris, France — Brothers of the Christian Schools. Sets of draw- 
ing books, plaster models, models in wood, zinc and card-board and charts 
for instruction in linear, geometrical, perspective and decorative drawing. 

John V. Sullivan, Memphis, Tenn— Register of Daily Cash Balances and Matur- 
ities. 

Text-books were exhibited by the following publishers and organizations: 
Benziger Bros. — Chicago, Cincinnati and New York. 
Brothers of the Christian Schools — F. S. C. Procure, New York. 
Brothers of the Christian Schools — Procure Generale, Paris, France. 
Catholic Publication Society — New York, N. Y. 
Jesuit Fathers — Santa Clara College, Santa Clara, Cal. 
John Murphy & Co.— Baltimore, Md. 
P. O'Shea— New York, N. Y. 
Permin's Shorthand Institute— Detroit, Mich. 
W. H. Sadlier & Co.— New York City, N. Y. 



FINAL REPORT CATHOLIC EDUCATIONAL EXHIBIT. 63 

E. Steiger <fc Co.— New York City, N. Y. 

Visitation Convent, Georgetown, D. C. — Linton's Historical and Genealogical Charts 

with Teachers' Hand-book. 
Thedore Sydney Vaughn, Chicago, 111. — Epic Poem on Columbus, in 10 cantos, 

written for the World's Columbian Exposition. 
Mrs. M. T.Ward, Louisville, Ky. — Oil Painting, " St. Augustine in Ecstacy." Brought 

from Rome by United States Minister Cass, over fifty years ago. 

Manuscript (108 pages clo'sely written) in Latin and French collection of well- 
authenticated facts from 1802 to 1814, showing the vacillating spirit of Napoleon 
Bonaparte, by Rev. Charles Nerinkz. 

Of the 14 Archdioceses, 68 Dioceses and 4 Vicariates-Apostolic, making a total 
of 83 Ecclesiastical Divisions in the United States, there were represented in the 
Catholic Educational Exhibit: 

13 Archdioceses, 52 Dioceses and 2 Vicariates-Apostolic, or a total of 67 Dio- 
ceses and Vicariates-Apostolic. 

Of Religious Orders of Men, there were 13, and of the Sisterhoods, 46 Orders 
or Congregations. The Secular Clergy and Lay Teachers were likewise represented. 



SUMMARY OF EXHIBITS. 

The Catholic University of America, Washington, D. C 1 

Ecclesiastical seminaries 6 

Normal colleges, or institutions for the training of teachers 28 

Universities, with departments of theology, law, medicine, scientific and class- 
ical courses ., 2 

Colleges, with complete classical and scientific courses, holding charters, from 

legislatures, etc 23 

Commercial colleges 26 

Professional art schools 4 

Collegiate institutes, high schools, academies and commercial schools 207 

Agricultural schools • 4 

Professional schools for the training of skilled mechanics 4 

Mining school 1 

Special schools for art, kindergarten, technical and deaf mute 22 

Parish schools 961 

Industrial schools 28 

Orphanages « 12 

Institutes for Indian and Colored children 8 

Special and individual exhibits 39 

Total number of exhibits 1.376 



64 FINAL REPORT CATHOLIC EDUCATIONAL EXHIBIT. ' 

The exhibits were represented by countries as follows: 

United States of America 1,258 

Belgium 1 

England 2 

Canada 3 

France 94 

Hawaiian Islands 3 

Isle of Mauritius 1 

Nova Scotia 1 

Spain , 13 



FORMAL OPENING. 
Saturday, June 24th, 1893. 

{From " The Catholic Columbian" July 1, 1893.) 

Chicago, June 26.—" If it had not been for the ' monks ' and their faithful 
work on this continent, this gallery would not show the proofs of progress in all 
branches of science, arts and handicrafts which are witnessed here to-day. 

" Dr. Chas. W. Zaremba, 
" Originator of the World's Columbian Exposition." 

The foregoing is an entry under date of June 24, in the register, in the Catholic 
section of the Educational Exhibit, at the World's Fair. It was penned by the man 
who spent sixteen years in travel and efforts to bring into realization the greatest of 
modern enterprises, the World's Columbian Exposition. 

The Catholic Educational Exhibit, that is to stand as a witness for the excel- 
lent character of Catholic school work, was formally opened at the Liberal Arts 
department of the World's Fair on Saturday. The exhibit covers 29,214 square feet 
of floor space, and is one of the most interesting as well as the largest collective 
exhibit in the department. Owing to the limited amount of room near the exhibit, 
no public announcement of the formal opening had been made, and but few invita- 
tions were issued. Archbishop Feehan was unable to be present, by reason of pre- 
vious important engagements. 

Rt. Rev. J. L. Spalding, Bishop of Peoria and President of the Catholic Edu- 
cational exhibit, presided. Bishops Marty and Moore, Dr. Peabody, Chief Liberal 
Arts; Cannon Bruchesi, of Montreal, besides a number of priests, religious, profes- 
sors and other persons were present. 

BROTHER MAURELIAN'S ADDRESS. 

Brother Maurelian opened the proceedings by announcing that the Catholic 
Educational Exhibits were complete. He referred to the fact that never in the his- 
tory of the world had a collective educational exhibit of such magnitude been pre- 
sented. He spoke of the devotedness, the zeal and the generous co-operation of the 
Catholic hierarchy, the reverend clergy, the religious teaching orders, of priests, sis- 



FINAL REPORT CATHOLIC EDUCATIONAL EXHIBIT. 65 

ters, brothers, as also secular teachers, through whom it was made possible to accom- 
plish so gigantic an undertaking. Of the merits of the exhibits he would say noth- 
ing, as they were open to the inspection of the world, and he knew that a just appre- 
ciation would be given of the work of the teachers, students and parents to under- 
stand what it is possible to accomplish in our schools. He expressed his grateful 
feelings for the aid given him from all quarters to accomplish what could not have 
been done without united efforts, and thanked Bishop Spalding for his intelligent, 
wise direction in this exceedingly difficult undertaking. 

BISHOP SPALDING S REPLY. 

Brother Maurelian introduced the representatives of the various exhibits, and 
on behalf of those absent presented their exhibits to Bishop Spalding. Bishop Spald- 
ing said: 

Right Kev. Bishops and Gentlemen: I have listened with great pleasure 
to the various statements made by Brother Maurelian, and I heartily con- 
gratulate him and his many helpers on the completion of their work. Yes, this beau- 
tiful and beautifully arranged collection is truly Catholic. We have heard Brother 
Maurelian speak of all the principal cities and States of the Union, and we have 
heard him also speak of France, Spain and England. We have every reason to be 
proud of an exhibit which shows so well and advantageously, and so conspicuously, 
the work done and the educational methods followed by our brotherhoods and sister- 
hoods, and Catholic teachers throughout the world. 

There seems to be an idea abroad that our religion is the absorbing subject 
taught in our schools. The grand collection is the brightest and most emphatically 
concrete contradiction of this error. That we do not neglect the culture of the mind, 
or the training of the hand, is abundantly proved by all that surrounds you. But wo 
do not forget that religion is necessary for the well-being of the soul, as learning is 
for the mind, or skill in various handicrafts for material success in life. While we 
believe that religion is the essential part of education, we applaud the efforts of all 
who endeavor to instruct youth, to perfect the individual, and thus form a manly race. 
I have great pleasure in handing over this Catholic exhibit to the authorities of the 
Exposition, so well represented on this platform by Dr. Peabody. 

a wonderful exhibit. 

Dr. S. H. Peabody congratulated Bishop Spalding, Rev. P. J. Muldoon, chan- 
cellor, and Brother Maurelian, Secretary and Manager, and all their co-operators on 
the splendid success and results achieved. He said it seemed almost incredible that 
in such a short space of time such a vast array of meritorious exhibits from all parts 
of the world should have been so compactly and artistically arranged in the space 
allotted them. He thanked all in the name of the World's Fair officials for such 
an acquisition as the Catholic Educational Exhibit, which could not well have been 
dispensed with. The work of so many different schools would convince the multitude 
of the strenuous efforts of the Catholic educators to prepare the youth of America for 
the responsible positions which so many of them were destined to fulfill. 



66 FINAL REPORT CATHOLIC EDUCATIONAL EXHIBIT. 

The meeting adjourned feeling that the Catholic Educational Exhibit is a suc- 
cess beyond the expectations of even the most sanguine. 

CANADIAN CATHOLICS. 

After the opening, Bishop Spalding, in company with Monsignor Bruchesi, 
Father Muldoon, Brother Maurelian and others, visited the Catholic Canadian Ex- 
hibits. The work was inspected and pronounced most creditable to the schools and 
those who,with such rare skill and taste, had installed them. Canada has filled about 
8,000 square feet of space in the Liberal Art section of Manufactures building with an 
exhibit of her educational work. The exhibit is most complete and excellent. 
The provinces participating in it are Quebec, Ontario, Nova Scotia and the Northwest 
Territories. 

WORDS OF HIGH PRAISE. 

In writing to the Chicago " Herald" concerning the School Exhibit, Mrs. Val- 
entine Baker says: 

" The Catholic Educational Exhibit is also located on the galleries of Manu- 
factures building adjoining the French section. This exhibit is quite large and re- 
flects credit on those who originated it. So far as kindergartening work is concerned, 
the goodly number of Catholic parochial institutions that here enter into competi- 
tion with American public school institutions seem to have something the best of it, 
the work shown by them being of a more uniformly neat character.'' 

The words are but typical of those that are being uttered by all who see the 
collective exhibit. Everyone praises it and admits that it is the best testimony that 
could be offered in proof of the excellent character of Catholic instruction in this 
country. 

Presentation of the Arclidiocesan Exhibit of Chicago to Archbishop 

Feehan. 

The formal presentation of the Diocesan exhibit of Chicago to Archbishop 
Feehan took place on Wednesday afternoon, July 5. 

In response to the invitations sent out by the Secretary of the Diocesan School 
Board — Rev. Chancellor Muldoon — to whose instrumentality and untiring efforts 
much of the success of the exhibit is due, clergy and representatives from every 
religious order in the city and throughout the Diocese were present. 

Very Rev. D. M. J. Dowling, V. G., Revs. H. McGuire and Thomas P. Hodnett, 
the committee representing the Diocesan School Board, met the Archbishop at his 
residence at 1:30 p. m. on Wednesday and accompanied him to the Fair. At the 
boat landing near the Woman's Building the electric launch of the Expositon author- 
ities was in waiting, through the kindness of Director General Davis. The party 
proceeded to the south end of the Liberal Arts Building, and after leaving the boat 
went directly to the Chicago section. The features of the Archbishop lighted up 
when he suddenly came face to face with himself in marble — and when the many 
representatives of the various communities joyfully acknowledged his coming, per- 
fect satisfaction seemed to shine forth in everv line of his features. 




STATUE OF ARCHBISHOP FEEHAN IN CORARA MARBLE, GIFT OF THE CLERGY 

OF CHICAGO. 



FINAL REPORT CATHOLIC EDUCATIONAL EXHIBIT. 69 

Very Rev. D. M. J. Dowling,V.G., the President of the Diocesan Board, in well 
chosen language presented Archbishop Feehan with the exhibits of the schools of 
the Archdiocese. 

The Archbishop, in accepting the work of the schools, said: 

THE ARCHBISHOP'S ADDRESS. 

" I find myself in almost an embarrassing position, and I must acknowledge 
that it is somew hat difficult to give expression to the affectionate and earnes 
thoughts that find a place in my heart to-day. In receiving the work from the Dio- 
cesan School Board, I can only say that my hopes have been more than realized 
When, some two years ago, I suggested to the priests of the Diocese that we should 
make an educational exhibit, it was heartily accepted, and I felt convinced that we 
would do ourselves credit; but still I very freely confess that I never expected such 
a large, perfect and thorough display. My schools— with work of all classes— in kin- 
dergarten, grammar grades, high school, colleges and academies, are now more dear 
to me than ever before. This work has gone on silently, and few really know what 
we are daily accomplishing in our schools. Once a year, perhaps, the parents and 
friends may attend closing exercises, but none save the priests, teachers and myself 
know the vast amount of real labor that is in progress. When we say that we have 
50,000 children in our Catholic institutions, the statement must strike every intelli- 
gent mind. Fifty thousand children educated to know themselves, to respect their 
neighbors and love their country. We yield to none in love for our country, and we 
are firmly convinced that thoroughly Christian schools are the best guarantee for 
the welfare of the republic. I cannot let this opportunity pass without giving an 
expression of thanks to our various religious communities who made this magnifi- 
cent exhibit possible. Quietly they have labored, but oh, how well! We thank them 
for the good they are accomplishing, and trust that the seeds they are now sowing 
may live for the good of the church and of our country long after the sowers have 
passed to their reward. Ingratitude might well be charged against me if I should 
fail to express my intense feelings for the noble gift that the priests of the Diocese 
have made possible — this superb statue of marble. However deeply I feel the com- 
pliment personally, I look above my person and behold you as spiritual children, 
honoring the spiritual head of the Diocese. You have placed upon the pedestal of 
this work of art, what you have been pleased to make my title, " The Protector of 
Our Schools." And, my friends, you have done well; because in all my official duties 
there is none that gives me more care and more pleasure than our schools. They are 
my greatest pride, and I now truly and clearly emphasize the fact that whilst I may 
be spared to rule the prosperous Diocese of Chicago, I will not only be the protector 
but also the defender of our schools; aye, and schools thoroughly and consistently 
Catholic; schools an honor to our city and pride to our church, which means that 
our schools, like our doctrine, should be wholly and entirely Catholic. (Applause.) 
It is now my pleasing duty, Mr. Peabody, to place in your care, as Chief of the Lib- 



70 FINAL REPORT CATHOLIC EDUCATIONAL EXHIBIT. 

eral Arts, the school work of the Chicago Diocese, and I trust it may do honor to 
your department." 

DR. S. H. PEA BODY'S REPLY. 

Mr. Peabody arose, and after saluting the Archbishop, clergy and audience, 
said in substance: 

" It affords me much pleasure to be present to-day, as I stand before you the 
Chief of the Liberal Arts Department, to receive, in the name of the great Colum- 
bian Exposition, the Chicago Educational Exhibit. None, save those who have la- 
bored in this field, can value the vast amount of labor of such an exhibit, and one so 
neat and so tastefully arranged. Without flattery, I can honestly say and feel that 
the compliment is justly given that the Catholic Educational Exhibit is ' the gem of 
my department.' (Applause.) Too much praise cannot be given to the quiet, in- 
dustrious workers who have made this possible. I have seen it grow, and I have 
been astounded at the energy and persistency of those in charge, and also surprised 
at the humility, for they seemed to sink all personal feeling, and to have but one 
desire, to have a worthy showing in the educational display, and to reflect credit 
upon the church that they love so intensely. We may have different views in school 
policy; still I feel that all true educators will be greatly benefitted by our entire ed- 
ucational exposition. You may see what we are accomplishing, and we may exam- 
ine the result of your school system. The result of such intercourse in the exposi- 
tion will be a broader conception of education, and a larger love for all who are tend- 
ing to one end, namely, to make our youth holier, truer scholars and better citizens. 
Again, Your Grace, thanking you for the magnificent and ornate contribution to the 
Liberal Arts, I formally accept the work in the name of the Columbian Exposition 
of 1893." 

At the close of the program the Archbishop visited each case and closely in- 
spected the work of the schools and institutions. As he proceeded from one beauti- 
ful piece to another, his remarks of praise became frequent and earnest. He said to 
those showing him the work that the Diocese should surely be more than proud. 
After thoroughly inspecting the school work of Chicago in company with Brother 
Maurelian, he visited the booths of the General Catholic Exhibit. The attendance 
at the exercises was large and most appreciative. Besides the clergy, the heads of 
most of the religious communities in the Diocese were present. 



CATHOLIC EDUCATION DAY 

World's Columbian Exposition. 

CHICAGO, 1893. 



INTRODUCTION. 

The Special Committee charged with Catholic Educational interests 
at the World's Columbian Exposition and consisting of Right Rev. J. L. 
Spalding. D. D., Bishop of Peoria and President of the Catholic Educa- 
tional Exhibit; Rev. Hugh Maguire, Chairman Diocesan Committee, 
Chicago; Rev. P. J. Muldoon, Chancellor, and Brother Maurelian, Secre- 
tary and Manager of the Catholic Educational Exhibit, decided upon 
having a day set apart in honor of Catholic Education. September 2nd. 
1893, was selected as the most convenient day for the celebration in 
honor of this the greatest of causes. 

The following correspondence will clearly show the kindness and 
courtesy with which the World's Fair officials have on all occasions 
treated Catholic Educational interests. 

WORLD'S COLUMBIAN EXPOSITION. 

Office of the Director-General of the Exposition. 

Chicago, III., U. S. A., March 10, 1893. 
Brother Maurelian, F. S. C, 

Secy and Mgr. Catholic Educational Exhibit, 
Chicago. 
Dear Sir: 

I have your favor of the 8th inst., requesting that the 
second day of September be set apart to be known as "Catholic Educa- 
tional day*' and also asking that Festival Hall be devoted to your use 
between the hours of 9 and 12 A. M. 

71 



72 CATHOLIC EDUCATION DAY. 

I have the honor to inform you, that the committee has assigned to 
you the date requested, and the Bureau of Music has given Festival Hall 
for the hours mentioned. 

Assuring you of the hearty co-operation of the Committee, I am 

Very truly yours, 

E. C. Culp, Secretary 



WORLD'S COLUMBIAN EXPOSITION. 

Office of the Director General of the Exposition. 

Chicago, III., U. S. A., March 22, 1893. 
Brother Maurelian, 

Sec'y and Mgr. Catholic Educational Exhibit, 

Chicago, III. 
Dear Sir: 

Replying- to your letter of March 8th, I beg* to say that 
the Bureau of Music has received with pleasure your suggestion that we 
provide music in connection with the Catholic Education Day which you 
intend to celebrate during- the forenoon of September 2d, in Festival Hall 
of the Exposition. We note the sig-nificance of your desire to have nati- 
onal airs and beg- to say that one of the military bands will be placed at 
your disposal for at least two hours of the forenoon on the day named. I 
may also state that a fine concert org-an will be placed in Festival Hall, 
which will be available for your purpose on September 2d. I shall be 
glad to be of service to you in arranging- a programme. I am Dear Sir, 
for the Bureau of Music, with respect. 

Very truly yours, 

G. M. Wilson, Secretary. 



The World's Columbian Exposition, being located in the Arch- 
diocese of Chicago, the committee respectfully solicited His Grace, 
Archbishop Feehan to give his approval of the projected celebration 
and to act as President of Catholic Education Day, which favors his 
Grace cheerfully accorded. 

The following invitation was issued by Most Rev. Archbishop 
Feehan: 

Chicago, III. , August 5th, 1893. 

You are cordially invited to honor Christian Education by your 
presence at the exercises of Catholic Education Day, World's Columbian 
Exposition, Festival Hall, Jackson Park, September 2d, 1893, 9 o'clock;, 
A. M. 

P. A. Feehan, Archbishop of Chicago, 

President Catholic Education Day. 

COMMITTEE OF ARRANGEMENTS. 

Right Reverend J. L. Spalding, Bishop of Peoria, Pres. Catholic Educa- 
tional Exhibit. 
Rev. Hugh Maguire, Pastor St. James', Chairman Diocesan Committee. 
Rev. P. J. Muldoon, Chancellor. 
Brother Maurelian, Secretary and Manager. 



WORLD'S COLUMBIAN EXPOSITION. 73 

Catholic Education Day. 

WORLD'S COLUMBIAN EXPOSITION, 
CHICAGO, 1893. 

Most Rev. P. A. FEEHAN, D. D. Archbishop of Chicago, Presiding. 

Rt. Rev. J. L. SPALDING, D. D., President Catholic Educational Exhibit, 
Director of Ceremonies. 

ORDER OF EXERCISES. 

American Republic March — (Thiele), - - Brand's Cincinnati Band. 
Words of Welcome, - His Grace. Archbishop Feehan. 

The Catholic View of Education, 

Most Rev. John Hennessy, D. D. , Archbishop of Dubuque. 
Organ Solo — Tema Con Variazioni (Moszowski) , - - Harrison Wilde. 
Vocation of the Christian Educator, 

Most Rev. P. J. Ryan, D. D., Archbishop of Philadelphia. 
What Catholics Have Done for Education in the United States, 

Hon. Morgan J. O'Brien, New York State Supreme Court. 
Organ Solo — Overture — "Guillaume Tell" (Rossini), - Harrison Wilde. 
Patriotism — A Sequence of Catholic Education, 

Hon. Thomas J. Gargan, Boston, Mass. 
Hymn, Te Deum (Holy God We Praise Thy Name) , Organ Accompaniment. 
Finale — American Airs (Catlin), - Brand's Cincinnati Band. 

At the conclusion of the American Republic March by Brand's 
CiDciDnati Band, Archbishop Feehan, delivered the address of 
welcome. He spoke as follows: 

ARCHBISHOP FEEHAN'S ADDRESS. 

W 7 e are assembled to-day, ladies and gentlemen, in a very noble cause. 
We are come together as Catholics, and as good citizens also. We are 
assembled as Catholics, deeply and earnestly interested in that great 
cause — and I may say one of the greatest of causes, — that of the Catholic 
education of youth. And because we are interested in the matter of 
education in its great, grand, true sense, therefore are we also assembled 
as good citizens of the Republic; because we believe most thoroughly 
that the more perfect education of the young- in every true sense, the 
more perfect will be the order of citizenship in this great country. 

As we know that the stream coming from the mountain bears with it 
its own purity and freshness, so this great intellectual training and edu- 
cation of the young, coming from the first fountain and the purest of all 
knowledge — that fountain of Religion — we believe must give to the 
young its own f i/eshness, its own holiness, its own beauty, its own com- 
pletion and finish. 

Within a few months there has arisen here this wonderful exhibition 
of man's enterprise and genius. Men come from every clime to see it, 
not only with pleasure, but with wonder. And when we look around 
and see these wonderful material things, indicating the material progress 



74 CATHOLIC EDUCATION DAY. 

of the world up to the time of our era, we are pleased, also, to under- 
stand and to know that there are signs and proofs of a higher develop- 
ment and of a nobler work than that merely material one, and that is, 
that during" this great Exposition there are so many proofs given of the 
intellectual, the moral and the religious welfare, and, I may say, progress 
of man. It is a great advantage to enjoy these improvements of modern 
times, and yet we know that men might be highly cultivated and highly 
civilized even without these, as they have been in the past. We know 
that Plato and Aristotle and St. Thomas never saw a steamer — they 
knew nothing of the great wonders of electricity, and yet they were 
highly civilized and cultivated. 

Amongst the wonderful things to be seen here that tend to the higher 
things of man — to the higher development and the higher cultivation 
and civilization, I may mention, with great and supreme pleasure, that 
great exhibition of our Catholic schools, of the methods and the sys- 
tems employed throughout this broad land by the Catholic Church in the 
education of the young. There could be no higher or greater object 
lesson than this. We, who have witnessed — have diligently examined — 
the Catholic exhibition from every part of the country, have acknowl- 
edged its excellence. And whoever earnestly and impartially examines 
even a little of this proof of the methods of the training and education of 
Catholic youth; from little children to the highest finish of our schools 
and colleg-es — whoever does this earnestly, can never again say, and 
should not permit it to be said in our generation, that Catholic schools 
and Catholic education are inferior to any other to be found in the whole 
country. 

Those wonderful works of this strange city; those great proofs of 
talent and genius, that have formed the delight and the pleasure of all 
who have visited this great Exposition — this will soon pass away: in a 
few brief months there will be none of them here. They will all pass 
from man's sight, it is probable, before the snows fall upon the ground 
here. But we know that everything that this great Exposition has 
brought forward and developed, and that it represents, will not pass 
away; that the higher things concerning the welfare and the benefit of 
man will not be covered up by the snows of winter, and that they will 
not disappear. There are many things connected with this wonderful 
Exposition that will live, not only for our time, but for the generations 
that are coming after. And amongst the things that will not perish, that 
will certainly live, not only for our time but for those that come 
after us, will be the lessons and the results of this grand exhi- 
bition of the teachings and the methods of Catholic schools. 
They will give a development to Catholic education. This exhibi- 
tion will give encouragement to those who devote themselves to 
Catholic education. Catholic education will acquire from them new 
springs of wealth, a new force and new development, to increase and 
spread over the whole land; and we look forward to the time coming 
when this wonderful system of the education of our schools will be every- 
where, and we know that the effects will be holy, beautiful, beneficent; 
it will make men wiser and better than they would be without it; that 
it will make them good citizens and strong and conservative men; that 
its influence will be for good and for the hig'hest order — that it will be 
like the beneficent effects of those dews that God sends to make the earth 
fruitful. 

It is in order to emphasize this great work of the Catholic exhibit, 
and to emphasize, also, this great system of Catholic teaching' and 
training, that those so much interested thought well of having what 
they call Catholic Education Day, and then notified distinguished men 
and orators, some of them from distant parts of the country, to come to 
speak to you, to say a word of encouragement and advice to all the 
people — to all of us, and, in an especial manner, must I not say, to all 



WORLD'S COLUMBIAN EXPOSITION. 75 

those who have made this a possibility, amongst us, and they who have 
made this a possibility amongst us are the members of these great 
teaching communities that are doing this wonderful work throughout 
the land everywhere of Catholic education. 

In connection with our interests as regards this great Fair, it will 
not, I am sure, be considered out of place for me, as representative of 
the Catholic interests of this great city, to express our thanks to the 
managers of the Exposition — to the gentlemen connected with it with 
whom we have had occasion to come directly in contact. All who are 
interested in the great work of the exhibit of Catholic education have 
experienced, I believe — I am sure — at every time, the greatest kindness 
and the greatest courtesy from the gentlemen connected not only with 
educational matters, but with all the business of this wonderful Expo- 
sition. And, therefore, I take the liberty to-day, in the name of our 
people of our section, to say this word of thanks and gratitude to all 
these gentlemen. 

You will have the pleasure of hearing eloquent voices, who will 
speak to you a good deal better than I can, though they cannot be more 
interested than I in the great cause of Catholic education. 
■ 
Director General Davis by reason of his many engagements was 

unable to be present, and Dr. Selim II. Peabody, Chief of the Depart- 
ment of Liberal Arts, responding to the words of welcome, said : 

DR. SELIM H. PEABODY'S ADDRESS. 

No one will regret more than I that the distinguished gentleman 
who stands at the head of this Exposition as the Director-General cannot 
be present this morning, to accept the thanks which the Archbishop has 
so courtly presented to him and to his colleagues, and to express to you 
his gratification at this large audience on this auspicious day. 

The Exposition, which celebrates the coming of Columbus over the 
water and the discovery of this continent, would not be complete in its 
recognition, in its preparation, in any of its results, if it should forget 
the auspices under which Columbus came to America. We remember 
that, in 1492, the last of the Moors passed away from Granada, and 
Spain became one kingdom. The last, the long, contest between the 
Cross and the Crescent culminated in the victory of the Cross in Spain 
and the monarchs, who then were united in one family, governing- 
one kingdom, earned the title, which they have ever since worn, 
The Most Catholic Majesty of Spain. 

Now, Queen Isabella, when she sent Columbus across the waves that 
he might discover a new continent, or a new way to an old one, remem- 
bered that this continent would be peopled with men and women having 
souls, and she cared for what she understood to be the welfare of these 
souls, by sending with Columbus the representatives of the Catholic 
Church, which she so loved. I might say, further, that no body of 
people counting themselves Christians has so fully responded to 
that great commission, "Go ye into all the world and preach the gospel to 
every creature," as this body represented before me today. And so 
we find the paths of the missionaries who went out without force 
of arms behind them, to open the way before them to other nations; we 
see them treading their course across these prairies and teaching Indians 
the way of life. So, while we learn of LaSalle, we remember also Father 
Hennepin and Pierre Marquette. So I say that this Exposition could 
not do otherwise than recognize the force, the underlying power, the 
great results which have been brought to America by the Catholic teach- 
ers, carrying with them the Cross and the symbols of the Catholic faith.* 
It is not necessary for you to attempt to make any specific ecclesiastical 



76 CA TH OLI G ED UCA Tl ON DAY. 

exhibit, other than such grand exhibits as you bring 1 on a day like this, 
when' you bring your own highest dignitaries — when you bring those 
who represent your orders of men and women, and when you bring 
representatives of your people — bring all those orders who reverence 
your symbols, who hold your faith — those are your exhibits. 

But I should speak more directly of the Catholic Educational exhibit. 
It has been my fortune to look after that in some directions; to see that it 
had a position and a suitable one, and I have observed the great skill, 
the wisdom, the patience, the care, the consideration, which have been 
exhibited by all of those who have had charge of gathering this exhibit, 
of putting it in place, and of keeping it before this great American 
people. You have done admirably in all these respects. I think of the 
hundreds and thousands of fingers which have been employed all over 
this land in the preparatition of this exhibit. I think of the hundreds 
and thousands of fingers and of minds and teachers who have cared for 
the general educational exhibit. My friends, I believe we have the most 
wonderful, as we have the most extensive, educational exhibit which this 
world has ever seen. I expect that its influence upon all phases of edu- 
cation will be stimulating, will be encouraging, will be developing, 
and that your portion of it, as the other portions of it, will receive 
the rewards which naturally follow from the labors presented in such an 
exhibit. We rejoice in all its beauty and in all its completeness, in all 
the great excellence that it exhibits. It will not be necessary for me to 
enter into detail here. Most of you have seen it; others, who have not 
seen it, will take the opportunity to-day to look through it carefully and 
see what it presents. 

I must then, Your Grace, thank you, in the name of the Director- 
General, for the kind expressions which you have stated for him and for 
his colleagues, and express my belief that all which you have said in 
regard to this educational exhibit will be found to come true in the 
fruitions which are to follow. 

Archbishop Feehan, in introducing the Most Rev. John Hen- 
nessy, D. D., Archbishop of Dubuque, said: 

I have the honor, ladies and gentlemen, of introducing to you 
Archbishop Hennessy, of Dubuque, who will now address j T ou. 

ARCHBISHOP HENNESSY'S ADDRESS. 

The Catholic view of education can be obtained from the consider- 
ation of certain points of Catholic teaching bearing upon the subject, as 
well as from the practice of the Church in her schools for children. 

To obtain a clear and correct idea of education, it is necessary to 
consider who is to be educated, his condition, his destiny, the means and 
aids provided to attain it, and the obstacles in the way, if any. God and 
man and their relations to one another must be considered, also the 
dignity of man, his fall, and that of the angels, and the effects of both 
on him, the mysteries of the Incarnation and Atonement, the institution 
of the Church and its pui'pose, her mission, her prerogatives and posses- 
sions, and the result of her labors. All these are so closely related to 
the question of education that without a thorough consideration of them 
the subject itself cannot be understood, nor its importance and difficulty 
duly appreciated. 

God made all things for man and man for Himself. He made him in 
His own image and likeness. He created him in grace, the masterpiece 
of omnipotence. Everything else He made by a word in an apparently 
careless manner, man by the joint effort of the three divine persons after 
consultation over their work. In creation made up of spirit and matter, 
substances by their nature far removed one from the other, man is the 
bond between them and also the link in the chain of beings by which 



WORLD'S COLUMBIAN EXPOSITION. 77 

GOD DEAWS ALL THINGS TO HIMSELF 

and holds them together in the mystery of the Incarnation. In the 
Church he is a new creature. A member of the mystic body of Christ, 
the temple of the Holy Ghost, a sharer of the divine nature, an adopted 
son of God, a brother and co-heir of Jesus Christ. His nature in the 
persons of our Lord and His blessed Mother occupies the highest place 
in heaven next to God. The education of such a one should be, as indeed 
it is, exceedingly important. Man is not as he came from God's hands. 
He is fallen by his own fault. Oh, what a fall ! Who will measure its 
depth and the ruin it effected. The terrible sentence of two-fold death, 
death of soul and death of body, pronounced by God on man, such a 
sentence as human ears never heard, and the mode of reparation adopted 
by Him, throw a lurid light on the terrible wreck. God might have for- 
given the outrage, He might have accepted any reparation and rein- 
stated man. He did not do so ; He demanded full satisfaction and that 
of man, the offender. Hence the need of a man who could make an 
infinite atonement and thus satisfy the most rigorous exactions of Divine 
justice. After God's Son had descended to the depths of our degrada- 
tion and by a sort of annihilation of self become one of us, a sigh, a tear, a 
prayer, a wish of His would have satisfied justice, yet was His life 
demanded to mark the anger of God and the enormity of the outrage. 
Thus did sin take the life of God incarnate, as it had attempted to do 
from the beginning, but attempted in vain till he put on a body. God 
annihilated himself, as it were, to come in contact with our humanity 
that He might seize it with both His hands to lift it, God dead in the 
effort to reinstate it, serves to show, if anything can show us, the depths 
of our degradation and misery in His eyes. Add to this the wicked work 
of the fallen angels. Their name is legion ; they are of all the choirs of 
the hierarchy ; they are intelligent, 

CUNNING, DECEPTIVE, TIKELESS AND UBIQUITOUS. 

They hate God with all the intense malignity of their depraved con- 
dition, and this hate, impotent against Him, is turned on man in all its 
fury, to thwart and defeat, as far as in them lies, the reparation in him 
of God's image and likeness. " The devil goeth about like a roaring lion, 
seeking whom he may devour, "says St. Peter, and St. Paul says our wrest- 
ling is not with flesh and blood, but with principalities and powers. 
Thus revelation teaches us the spirit and mission of the rebel angels, 
whilst the records of history and daily experience attest aloud their ruin- 
ous success. By order of the Holy Father, every morning after Mass the 
priest prays to St. Michael to defend us in the day of battle, to be our 
safeguard against the wickedness and snares of the devil, and by the 
power of God to thrust down to hell the wicked spirits that seek the ruin 
of souls. To repair the ruin of our nature, to help us defeat the machin- 
ations of the evil one, to guide homewards men of good will , God insti- 
tuted His Church and enriched her with His merits. The work assigned 
her and faithfully performed by her is eminently that of education. 

To educate is to draw out and develop the latent or feeble powers of a 
given subject in relation to its end. Man belongs to God and was made 
to enjoy His society forever. Soul and body he should tend towards his 
destiny. In his soul there are various faculties, namely memory, imagi- 
nation, intellect, free will, also appetites. The soul and all these powers 
should live and work for God. They have a beginning, a growth, a 
development. To aid this growth, to advance it and direct it to its 
proper end, this is education. Any action on the soul or on any of its 
powers or faculties that has not this aim is not education, but the reverse. 

EDUCATION BUILDS UP AND TENDS TO PERFECTION,- 

it never obstructs or pulls down. "Education," says Webster in his 
dictionary. " is properly to draw forth, and implies not so much the com- 



78 CATHOLIC EDUCATION DAY. 

munication of knowledge as the discipline of the intellect, the establish- 
ment of the principles and the regulation of the heart. Instruction is 
that part of education which furnishes the mind with knowledge." An 
integral education," says Johnson in his cyclopedia, " must include at 
least five branches, — physical, moral, intellectual, aesthetic and religious. 
The tendency," he says, "is to remove all purely religious teachings 
from all institutions of public instruction, leaving it to the family and 
the Church. Hence the great development of the Sunday School." Edu- 
cation, according to both, embraces a religious element. "To furnish the 
mind with knowledge is but a part of education," says Webster, who 
seems to lay stress on the principles that regulate the heart. 

The education of man made for God must in all its detail be on the 
line of his destiny; the education of a supernatural being must be in that 
order, and therefore religious ; the education of an immortal being must 
in all its powers and faculties have an influence reaching away beyond 
the limits of time and must therefore be religious ; the education of a soul 
made in the image and likeness of God must tend to draw out, define and 
perfect that image, and therefore be eminently religious. To speak of edu- 
cating or set about educating a man in this or that science, in these or those 
branches usually taught in our schools with a view only to his comfort 
here for a few — a very f ew — years, and make no other provision for his 
welfare, is to betray a stupid, a shameful ignorance of who he is and 
what he is ; it is to deny practically the immortality of the soul and the 
supernatural order ; and to treat him as an animal. This is sheer mate- 
rialism. From the contagion of such a view of education and its conse- 
quences may God preserve the country. 

EDUCATION IS TWOFOLD, RELIGIOUS AND SECULAR, 

it fits man at once for this life and for that which is to come. The religious 
is the dominant, the essential element in education, it is its soul. The 
two elements, which, like soul and body, are one, can and should mutu- 
ally aid each other. The religious element ennobles, elevates, purifies, 
inspires, directs the secular or scientific element, and the secular fur- 
nishes it in turn with basis for greater growth. They should not be 
divorced, and cannot be without detriment to both. God and nature, 
with whom they are busy, cannot be separated. As the separation of 
soul and body means death and dissolution, so the separation or divorce 
of religion and science will inevitably result in the corruption of the 
latter. 

The nature of the child to be educated is fallen. The sad consequen- 
ces of the fall are traceable in body in soul, in all the sources of one, in 
all the faculties of the other. The intellect is dark, the wiJl weak, imag- 
ination defiled, the memory leaky, treacherous, the lower appetites 
insubordinate. The soul is a feeble government in a state of anarchy. 
Human nature is like the man who fell among robbers on his way to 
Jericho, stripped, wounded, crippled. It is the theater of all the woes 
that lead up to death. 

The intellect made for truth is the hospitable home of errors of all 
kinds and the will which should be at one with that of God is the very 
womb of vice. Errors of all kinds cover the whole field of human nature, 
ever active, ever spreading, ever growing with amazing' rapidity. Vice 
is behind and before and all around them eating its way like a cancer, 
spreading contagion and corruption on all sides. These evils are 

LIKE A DELUGE WHOSE FOUNTAINS CANNOT BE CLOSED. 

Evil spirits without number foster and propagate these curses inces- 
santly with all their might and all their venom. Human nature is 
like a field overgrown with thorns and thistles of the rankest growth, 
and these spirits are the enemy who never cease night or day to sow it 
with cockle. 



WORLD'S COLUMBIAN EXPOSITION. 79 

There is an alliance between the evil one and men. There is a 
triple alliance between the world, the flesh and the devil. No such alli- 
ance has ever crushed the earth or polluted with its abombinations the 
historic page. It is an alliance strong as hell, everlasting, aggressive, 
irrepressible; death, desolation and ruin track its course. It is not, I 
know, popular to expose it, brand it and raise a warning voice against it. 
The world and the flesh cannot bear it, will not bear it, and they have 
some influence. They regard it rude, retrogressive, shocking and offen- 
sive to the refined. It is, I know, the fashion to pass it over, keep it in 
the background and though dealing death around like a masked battery, 
to wink at it and call attention to more pleasing subjects such as history, 
science, philosophy, social, economical and political questions, but I know 
also that this fashion is pernicious and fatal and responsible for many 
scandals that thwart the true progress of our race, our age and country. 

Before making light of this alliance pause, reflect, look around you. 
God's Son died for the human race to raise, sanctify, deify it. He left 
the race of men His merits for that purpose. He instituted the Church 
to teach the nations the whole Gospel which he has pledged himself to 
ever preserve on her lips in its purity and integrity. He has opened 
fountains in her 

FOR THE HEALING OF THE NATIONS. 

He has perpetuated the sacrifice that redeemed the world. The Church 
is His body, she is the dwelling place of the Holy Ghost. He is here 
below, the embodiment of omnipotence and mercy, tb raise man, guide 
him and help him on his way, and yet, though she has worked in the 
name of God, with the aid of God, and the riches of His mercy throughout 
the world for nearly 1900 years, she has not succeeded in bringing one- 
sixth of the human race under her direct influence, while the other five- 
sixths stand outside her pale with the enemy in an attitude of independ- 
ence and unbelief. And of the one-sixth who are hers and bear her 
name, how many are there who have their own views and their own 
ways, and though of the fold pay little attention to the voice of the 
Shepherd. Again, God has become the teacher of mankind to unite all 
intellects in faith in His teaching, he has turned torrents of grace on 
human wills and hearts to unite them to the will and heart of God. He 
has exhausted, as it were, omnipotence to unite men in mind and heart. 
All men belong to Him, their bodies are His, their souls are His, their 
intellects and their wills are His. They should be one with Him and in 
Him. He is Father of all, His family should be one and wholly under 
His authority. Now go, attend the congress of religions, see there the 
children of God divided, distracted ; listen to the vagaries about God and 
man, which they call doctrines, the babel of tongues and the conflict of 
thoughts. See the temple not built with hands in which God should be 
adored and served, in ruins, ruins which were under the eyes of Christ, 
as he wept and sobbed and stammered on the slope of Mount Olivet, and 
as you turn away in sadness reflecting on what they might and should 
have been, as you turn away from ruins that may never be repaired, cer- 
tainly not by congresses, think lightly if you can of the triple alliance 
and keep it out of the discussion of the question of education. But do 
what you will the triple alliance and education cannot be kept apart. 
They are in the field in conflict and will so continue 

TILL THE DAY DIES OUT AND THE FIGHT IS OVER. 

The work of education is an effort to make a man under the light and 
by the aid of Heaven according to the model furnished, but the alliance 
is always in the way, bent on the work of ruin. The soul, like the body, 
has its infancy and manhood, so have it 'faculties. To nurse these facul- 
ties, to promote their growth and strength, to stimulate their activity 



80 CATH OL1 C ED UCATION DA Y. 

and direct them on their course homewards, this is to educate. All edu- 
cation must be on that line. It must build up, not tear down ; or 
advance, not obstruct. The two leading- faculties of the soul are the intel- 
lect and the will, both of which suffer not a little from concupiscence. 
The intellect is the basis of the human edifice whose architect is God ; it 
is the seat of knowledge, natural and supernatural. It is to it God and 
man and nature speak. The lamp of the soul, its light must be steady ; 
the guide of the soul, its course must be true. It must not be in doubt 
or hesitancy about the way. It needs certainty, stablity, firmness ; it 
needs something solid to rest on, a rock foundation. It needs faith, it 
needs a creed, it needs authority. The strength of the intellect does not 
consist in the extent or variety of its knowledge. It is somewhat like a 
tree. The strength of a tree lies not in the size of its trunk and branches, 
the abundance and freshness of its foliage. All these it may have, be 
apparently strong and beautiful to behold, yet fall before the first shock 
of the storm. It consists rather in the strength of its roots, in the 
depths to which they have struck down and out into the soil that nour- 
ishes them, in their ability to suck in and elaborate the juices that 
become the life blood of the tree and distribute it all over under the 
light and heat of heaven. So the vigor of the intellect is not in its 
knowledge of the arts and sciences, in the cramming- of the schools 
which, like undigested food or excessive flesh, is injurious and debili- 
tating, but in the grasp with which it seizes and the tenacity with 
which it holds 

THE GREAT PRINCIPLES THAT UNDERLIE IT, 

that reveal to it its origin and destiny, furnish it life and health and 
growth, and in its power to assimilate the nutriment received and make 
new drafts for every emergency. The intellect is the seat of faith, 
and the active recipient of its object, the Gospel. It needs faith and rev- 
elation for its appointed work. Baptism imparts new life to the soul, it 
makes a new creature. This life surging from the heart of Christ fi] Is 
the whole soul. As the soul is everywhere in the body, this new life is 
everywhere in the soul. It is in the intellect, where it deposits the get <n 
of faith and preserves it. This germ has a growth, an office and a 
chequered history, somewhat governed by time and circumstances. G<>d 
demands of man the acceptance of His word under pain of incurring H ; s 
displeasure. "Without faith it is impossible to please God." His woii 
is the Gospel addressed to reason. The intellect enlivened by faith can. 
receive it and meet the dema nd. By reason of this demand and for othe i* 
reasons, the intellect has a right to the Gospel, a right from God, a righ<; 
to it in its integrity and purity. Else why has God by a miracle of omnip • 
otence so preserved it, and commanded an imperishable Church to propose; 
it? What are our high seminaries and universities and our world-renowned 
professors and our long and extra courses of theology for if not to give 
us men who will teach it fully, clearly, acceptably? By this teaching- 
faith grows, and with it the intellect. As through the eye of the body 
in the light of the sun, moon and stars, the intellect looks out on the 
heavens and the earth, by day and by night, admiring their beauty, and 
their purpose, and reading the lessons they unceasingly teach, so through 
the eye of faith, and the light of the Gospel, brighter than that of ten 
thousand suns, it looks out on a new creation, grandest of all, God's own 
kingdom, with its suns and moons and stars revolving in their orbits, the 
triune God, the Incarnation, the Atonement, Jacob's ladder, the couriers 
from earth to heaven, the Church, the body of Christ and abode of the Holy 
Spirit, and all the forces which set it in love , transfigure it into a pillar of 
fire for the guidance of the human race, and shower manna in abundance 
all over the desert. To make the intellect, animated by faith, a lamp on 
the road to heaven, to light it up with religion, and science, the divine 
and human, to harmonize these forces and urge them forward on their 
course, this is 



WORLD'S COL UMBIAN EXPOS 1 Tl ON. 81 

THE WORK OF EDUCATION VIEWED FROM THE STANDPOINT OF CATHOLICS. 

From the intellect let us pass to the will. The intellect is its guide. 
A good will follows the light of reason. The will is the great faculty of 
the soul; it is the queen of all the rest; it is, so to speak, the power- 
house of the soul, where the electric forces that move the others are 
generated; it is free, it is responsible for its acts, it is the seat of virtue 
and of vice. It brought death into the world and all our woes, and gave 
God's Son a body in the womb of a Virgin. More than any other faculty 
it marks the difference between man and man. It makes saint and 
sinner, martyr and apostate ; it sinks to the pit and elevates above the 
stars. At the great assize the human family will be divided into two 
sections, never more to meet, set as far apart as hell is from heaven. 
That division takes place here, though we cannot define its limits, and it 
is the will of man that makes it. Strength of the will does not lie in 
independence, obstinacy, tenacity of purpose, despotic force, self-asser- 
tion. No; it lies rather in humility, obedience, love, respect, reverence, 
rectitude, purity. A strong will loves God, obeys Him, respects His 
authority and every authority that emanates from His; that is, every 
well-founded authority. It respects and venerates what is pure and 
holy, and reverences the great and good of every age and clime who 
served God in their day, blessed their kind and left to posterity the 
bright example of their virtues. Peter, before the High Priest, when 
commanded not to speak at all in the name of Jesus, answering : " If it 
be just in the sight of God to hear you rather than God, judge ye. For 
we cannot but speak the things which we have seen and heard," furnishes 
an instance of strength of will. The martyr in the arena, commanded 
by Caesar, or in his name, to renounce Christianity and sacrifice to the 
gods, in the midst of all the terrors of that place of torture, answering 
"No"— 

IN THE VERY TEETH OF TYRANNY, 

and in spite of bribes and threats and torments, persevering in that 
answer till the victorious spirit flies home to God to enjoy freedom for- 
evermore, is an example of strength of will, of love, of liberty and of 
God, which only religion could produce. To promote, foster and invi- 
gorate this spirit by all the resources available therefor, is within the 
province, and is the work of Christian education. The will is the home 
of the affections. It is the seat of that Divine gift, love, which keeps the 
affections turned on God and on the neighbor for God's sake. It is the 
furnace of that heavenly fire, which, fanned by faith and fed by all the 
forces of religion, shoots upward to Him who enkindled it, and gaining 
new strength in His embrace sweeps down and out over land and water, 
clasping in its bright red arms friends and enemies without distinction, 
every child of Adam from him who sits in the chair of Peter sending 
blessings to the nations, to the savage in the jungle voraciously feeding 
on quivering Christian flesh. Such a faculty needs care, supreme care. 
Will-culture is preeminently the great work of education. Bright intel- 
lects in myriads have gone down to hell, a good will never. 

Opposed to the legitimate growth of intellect and will, stand the 
appetites of the lower nature. By clouding the one and warping the 
other, they aim to control the soul. To repel these assaults, put down 
rebellion, faith and love stir up and strengthen conscience, a tribunal 
set up by God to judge of right and wrong, before which the pleadings 
of passion are disregarded and the suggestion of the wicked one swiftly 
condemned. Anarchy thus repressed, and order maintained, the soul 
speeds on her way rejoicing. 

THE FORMATION OF A VIGOROUS CONSCIENCE IS OF THE ESSENCE OF 

EDUCATION. 

Where is this religious education to be given, and by whom ? At 



82 CATHOLIC ED UCATIOX DA Y. 

home by the parents, in church by the priest, in school by the teacher, 
and all three should aid, and it will be a case of joy if their united 
efforts prove successful. They who, for obvious reasons, are opposed to 
religioiis instruction in the school and dare not deny the duty of giving 
it to children somewhere, say the proper places for it are the home and 
the church. This is a miserable subterfuge, an imaginary expedient to 
get rid of a difficulty by disregarding a duty. Religious education is not 
given at home, nor will it be. for the excellent reason that parents as a 
rule (there is question here for a general provision) have neither time 
nor inclination nor ability to give it. The bulk of the people are neither 
rich or learned. Fancy a poor man, laborer or mechanic, with little if 
any learning, tired after a hard day's work, taking up the catechism in 
the evening late when the chores are over to give instruction to his boy 
of twelve or fourteen, who is about to pass from the ward to the high 
school. Where is the boy at that hour ? Who will find him. bring him 
home and hold him during this imaginary farce ? Go call the man of 
leisure and some pretensions to letters who has not been to confession 
for years, neglects Mass on Sundays, eats meat on Fridays and fast 
days, from his cups and cards and other amusements to teach religion 
to his children. What mockery ! When you consider the necessity, and 
the difficulty and the magnitude of the work of preparing a youth for 
duties of manhood, to say that it may be done at home by the fathers 
and the mothers of the masses is an insult to reason, it is cruel trifling. 
Well, sure' /, the church is the proper place for religious instruction, 
and the priest is the proper person to give it. This seems plausable, but 
is it a provision that will prove adequate and satisfactory? Let us see. 
When is the instruction to be given ? Not on a week day, for the chil- 
dren are at school or at work. Sunday i 5 the only day on which it can 
be given, and between the end of High Mass and Vespers the only time. 

THE SUNDAY SERMON IS NOT ADAPTED TO THE CAPACITY OF SCHOOL 

CHILDREN. 

They do not profit by it, for it is beyond their comprehension, and 
when there is mention of children attending schools from which religion 
is excluded if they happen to hear it, it is not too much to say that as a 
rule they care little about it. What of the catachetical instruction in the 
afternoon before vespers? Very many priests, pastors of congregations, 
have no assistance. Indeed, it maybe said the averag'e pastor has no one 
to assist him. In the Diocese of Dubuque there are nearly two hundred 
priests doing' missionary work, and of these not more than six outside 
the city are assistants. It is quite likely that the same is true to some 
extent of many, if not most other dioceses. The bulk of the congregation 
of one of these pastors lies in the country within a radius of six or more 
miles of the town or village in which he resides. On Saturday evenings 
the priest hears confessions, he does the same on Sunday morning before 
and after first Mass, he says two Masses, sings one. preaches a sermon, 
baptizes whatever children are presented, and when all this work is over, 
about 1 o'clock or later, if he have not a headache or a fever or both after 
the long fast and labor of the morning, you can readily realize that he is 
not in a favorable mood to take up cntachetical instructions. Be that as it 
may, he cannot have the children. The country children go home after 
Mass with their parents to escape a long fast and a long walk in the 
afternoon, only a few children from the town and its immediate vicinity 
can be had for catechism. The fact is, as a rule, and it is facts, not 
theories, we must consider, that children who depend on the priest for 
religious instruction go without it. and many of them otherwise intelli- 
gent and talented will not know enough catechism to memory at the 
ages of fourteen, sixteen and eighteen to secure them a ticket for Confir- 
mation. The priest who is liked well enough by his congregations says 



WORLD'S COLUMBIAN EXPOSITION. 83 

tie cannot have the children for instruction on week days nor on Sunday 
except a small fraction as already stated. Be this as it may, the fact 
stands and is indisputable that the children of the people as a body are 
not instructed in their religion by their pastors. 

As to the Sunday school conducted by young- ladies and gentlemen, 
it is not worth speaking- of. A moment's reflection will suffice to realize 
of how little value it is. As a provision for a great work it is simply 
ridiculous. The best if not the only good thing done there is to hear a 
memory lesson, but the memory is not the intellect, nor the intel- 
lect the soul, and 

IT IS THE SOUL WITH ALL ITS FACULTIES THAT IS TO BE EDUCATED. 

If children of school age, say from seven to fourteen, or from eight 
to sixteen years, are to receive a religious education to which they have 
a Divine rig-ht on many heads, the school is the place in which to give it. 
To prepare Christian youth for all the duties of Christian manhood, to 
ease them in a Christian mould and fashion them after the model fur- 
nished by religion, to make another Christ out of human nature in its 
present state, is a work so great, so noble and withal so difficult that to 
essay it with a fair prospect of success, time, talent and favorable oppor- 
tunity are needed. All these the teacher has or is supposed to have. 
He has ability, else why should the parents and the Church present to 
him the child and delegate to him their God-given authority. After 
some study of his pupil he is supposed to know him, his talents, his 
temper, disposition, habits, the strong- and weak points of his nature. 
He is supposed to consider well his supernatural life and destiny, the 
faculties of the soul, the germs of the virtues, especially the theological, 
and the dangers that beset them, all the treasures of the Church, how to 
prepare for them and communicate them so as to prove productive. His 
is not the task to carve the image of a man out of the marble or put his 
likeness on canvas as sculptors and painters do, but to build up out of 
poor human nature a living, breathing-, speaking, active image of God's 
Son made man. For this work, more difficult far than that of Eden, the 
riches of heaven and the forces of omnipotence are at his service, and, 
under God, the chief agent in this greatest work, in the accomplishment 
of this prodigious feat is the Christian teacher in the Christian school. 

OF THE MODEL BEF0EE HIM THE TEACHER HIMSELF SHOULD BE AS FAB AS 
POSSIBLE A FAULTLESS COPY. 

He has time for the work, not one day in the week or rather one poor 
hour, but five days in every week and six hours of every day for seven, 
eig-ht, or ten years as the case may be. I say six hours of every day he is 
making a religious impression all the time. Whatever he teaches regard- 
ing* man or nature has a religious aspect and a religious influence. In 
teaching history and science he is teaching religion indirectly. The 
world without God is not a fact, it is a fiction. As He is everywhere, the 
healthy eye, the Christian eye sees Him everywhere, and thus every 
lesson taught by a Christian and studied by a Christian furnishes its con- 
tribution to the formation of a man. 

He has opportunities that are golden. He has youths to work on. 
Youth is the springtime of life, the season of sowing and planting. The 
soil is at its best. Youth is innocent, pure, loving, confiding, respectful 
docile, most susceptible of virtuous impressions. The teacher can mould 
the soul of youth as he pleases, it is like wax in his hands. He can fill 
it with admiration of the works of God, of His Church, of saints, heroes 
and all the models of true greatness furnished by history. From admir- 
ation imitation is but a step. If he does not form Christian character, 
who will? If in five days of every week and six hours a day for seven, 
eight, or nine years such a man with his ability, opportunity, and many 



84 CATHOLIC EDUCATION DA Y. 

advantages will not prepare youth for manhood, who will? Will yon 
take the work out of his hands and give it over to parents, laborers, 
brick-layers, carpenters, plasterers, painters, etc., etc., and to many, 
many fathers who can only make a flying- visit to their little families 
once a week or once a month, or to the average priest who says, and says 
truly that he cannot get the children for instruction? 

THIS FORM OF INSANITY SEEMS TO PREVAIL. 

Remove religious education from the school and you do away with it 
altogether. To refer it to the home and the church and the Sunday- 
school is a mock provision that will deceive only those who are willing 
to be deceived. Banish religion from the school and you leave the intel- 
lect of the pupil without the knowledge of God, his heart without the 
love of God, his will without motive or desire to obey or serve God. 
Banish religion from the school and you leave the supernatural or Divine 
life of the soul received in baptism — the only true life, the only life that 
is crowned with glory — without the nutriment and the care that every 
kind of life needs. You leave the germ of faith and love which should 
grow up and acquire strength in intellect and will in a comatose condi^ 
tion; you leave the soul without moral or religious principles, and there* 
fore without conscience. Heaven and hell and purgatory and judgment 
are but names — words, that are used after the prevailing fashion. Mean- 
while, give the best secular education you can. Fit a youth as best you 
may for what is called success in life, for a career of prosperity. 
Teach him history, and the sciences and the arts, social and 
political economy, natural and mental philosophy, etc., etc. 
Sharpen the intellect, enrich the imagination, cram the mem- 
ory, and what do you do but give light and strength and cunning, 
strong mental powers, to a man without faith, or love, or conscience. 
That is like giving tools to a burglar, or fire-arms to a footpad. You 
prepare the way for accomplishments which when discovered are some- 
times sent for a time for safe keeping to state's prison. With the growth 
of the body that shoots up like a plant, and the growth of the soul in 
secular knowledge, the animal propensities gain strength daily. Freed 
from all control they grow apace. What is true of one child is true of 
all. They have the same nature and are similarly circumstanced. These 
appetites are stimulated by association, fomented by the surroundings 
and fed by the five senses. The sensational novel, the columns of scan- 
dal in the daily papers, which are devoured with avidity, the low theater, 
street scenes, indecent pictures, and the ways of the world, do their 
work in contributing to their growth. They crave indulgence, the same 
desire is on all sides. Why should they not be gratified, the ways of the 
world followed, its pleasures enjoyed? 

THE EVIL ONE IS NEITHER IDLE NOR IGNORANT. 

His suggestions succeed. Every indulgence is as oil on the flames which 
blaze more fiercely. Demands for pleasure are more strong and frequent? 
repeated acts become a habit, and habit, like that of intemperance, is a 
tyrant that holds its victim in the toils. Thus the youth of eighteen or 
twenty, a graduate with honor of some high school or college, but at the 
same time the slave of bad habits, without faith or love or conscience 
passes out into the world, into the farish day qi public life, associating 
with the multitudes who are struggling or striving for the good things 
of this life, with scant respect for the Decalogue, to complete his education 
among* them and become a man of the age. 

Is this to be the type of the coming man, the father and head of the 
Christian family, the proud citizen of the great Republic? Is it on such 
as he we base our hopes of our country's future, its prosperity, its pro- 
gress, its civilization? Progress and civilization, which are the outcome 
of great virtues, never were and never will be the product of such f actors* 



WORLD'S COLUMBIA^ EXPOSITION, 85 

Lecturers subversive of religion and morality, of the foundation of 
society, because they deny or question the existence of God, which forty 
years ago, if heard accidentally, would have been hissed and hooted 
with virtuous indignation by an honest, Christian community, are now 
listened to with pleasure and received with thunders of applause by tens 
of thousands all over the land. Crimes are committed to-day that excite 
no surprise, so common are they, which in times within our recollection 
would have so shocked the public that some good people would begin to 
think that Antichrist was let loose and the end of the world was at 
hand. Witness the mania for suicide as the climax of great crime, the 
silly reasons for its commission sometimes, the startling methods of 
self-destruction and their horrid originality. Public morality does not 
seem to be improving, nor, due regard being had to varying population, 
does crime seem to be decreasing. And yet within the time before 
mentioned, schools, high and low, have been multiplied by the hundreds, 
they cover the land and billions of money have been expended on their 
support. Everything that can be thought of, 

SAVE THE ONE THING NECESSARY, 

is done to improve them. Themselves and the system on which they are 
conducted, are lauded to the stars by press and pulpit, and a certain class 
of speakers and writers point to them with pride as the bulwark of the 
commonwealth. What is the matter with public opinion ? How explain 
facts that stare us in the face ? A good tree does not produce bad fruit. 
Let people say what they will or act as they may, education without 
religion, that is without God, is not a good tree, it is a body without a 
soul, a corpse. 

Even in the department of secular or scientific studies it is defective. 
How can you study nature properly, if you put out of it nature's God, or 
the lives of men, if you make no account of Him ? Though God was 
never absent from man whose biography if history, not even for a 
moment, though God was always with the race of men, with the indi- 
vidual, the family, the communitv, though the philosophy of history is 
the tracing of the action of God in society shaping- and directing* its 
course without detriment to free will — though God's Son on the cross 
redeeming the human race is the central figure in history. Jesus Christ 
yesterday and to-day and forever, the very soul and life of it as He is of 
humanity, though all the lines of this history of the nations in the hands 
of God and under the guidance of His providence tend toward Golgotha 
like the radii of a circle to the center, or the lines of steel on which the 
multitudes from east and west, and north and south travel to Chicag-o, 
yet, notwithstanding all this, there is not a word about God and his Christ 
in all the lessons and lectures on history. Is this the way to teach 
history? Not a word about God in science. Though all creatures are the 
work of His hands, though nature's laws are His and nature's forces are 
His, though His finger is on every atom of matter in the universe, His 
blessing on every seed, His power and providence manifest in every 
blade of grass and in every ear of corn, yet is His name never mentioned 
in the discussion of the sciences that treat of plans and planets. But 
enough. Education without religion is not a good tree, on what side 
soever you view it it is found wanting. 

THE EDUCATION OF A CHRISTIAN, 

a child of God, a brother and coheir of Christ should be religious. Such 
education if given at all in, any proper sense of the word must, save in 
very exceptional cases, be given in the school, during the years of school- 
ing and by the most competent teachers that can be had. In this educa- 
tion the family, the Church and the State have the deepest interest. Who 
will respect or obey cordially authority in Church or State or family, if he 



86 CA THOLIC ED UCA TION DA Y. 

know not or care not for the authority of God from which it emanates* 
•'There is no power but from God" and without such respect and obedi' 
ence what becomes of the foundation and super-structure of the social 
edifice? Where there is a common interest there should be united action. 
Instead of wasting" time on useless, irritating" discussion, parents, priests 
and rulers should consider their duty to God, to their little ones, to them- 
selves and to society, and do it promptly and manfully by uniting* in 
giving- to the youth of the nation that truly religious education to which 
they have a rig"ht from God. If any one, fond of flimsy objections 
should say or think that the &Ludy of religion in schools retards progress 
in other studies, let him g"o over to the Exposition grounds and examine 
for himself the Catholic Educational Exhibit. Growth in the body of 
Christ is in lig"ht, not in darkness. 

After Mr. Harrison Wilde had rendered Moszowski's Tema con 
Veriazioni upon the organ, the Most Rev. P. J. Ryan, D. D., Arch- 
bishop of Philadelphia, was presented by Archbishop Feehan, in the 
following language : 

It gives me great pleasure of introduciDg to } T ou Archbishop Ryaru 

of Philadelphia. 

ARCHBISHOP RYAN'S ADDRESS: 

THE VOCATION OF THE CHRISTIAN EDUCATOR. 

To form an adequate estimate of the exalted vocation of the Chris- 
tian Educator we must bear in mind that he who is called to this position 
must be all that the secular educator should be, in knowleg-e and aptitude 
to convey it to others, and must, in addition to all this, be qualified for 
the far Ir.g-her education of the human soul in the knowledg-e of God and 
of itself, and in the preparation of man for his eternal destiny. The 
vocations of the religious and secular educators have much in common. 
Both are destined to dispell ig-norance, to enlig-hten and enlarg-e the 
human mind, so that it may contemplate truth more perfectly, to refine 
and elevate our love of the True, the Beautiful and the Good. These 
two educators are thus far united in vocation and in mission. They 
ascend the mountain of God tog-ether, for all knowledge, whether relig-- 
ious or scientific, is holy, for God is master in the temporal as in the 
spiritual order — God of the starry firmament as well as of the sanctuary. 
Behold then these two lovers of truth ascending- the mountain tog-ether. 
At a certain point marked by a cross on the wayside, the secular teacher 
stops and says "Thus far may I g"o, but no farther. I must return to 
bring- pupils to this point and here part with them." "Do not g-o back, 
but give me thy hand," says the religious educator. " To these summits 
above us, bathed in celestial ligiit, let us ascend and see what greater 
and newer thing-sour God has made, and let us hear his voice speaking- to 
us." Education to be perfect must consider man in his entirety, must 
call out the heart power as well as the intellect power, and educate the 
great religious element within as real as either and partaking- of both. 
We must not omit the great fundamental principles of our existence, 
why we were made, for what object we are placed in this world, what is 
our future. The very philosophy of our being-, the principle which deter- 
mines the value of all other knowledg-e, cannot be ig-nored in a thorough 
education. The great infinite Being- who placed us on earth and our 
relations to him ; the source of all knowledge and all g-ood. must find the 
supreme place in education. 

His existence and attributes are so mingled with all knowledg-e that 
to separate them and lay them aside for a distinct study, as we would 
arithmetic or geography, is an impossibility. Jf we exclude religion 



WORLD'S COLUMBIAN EXPOSITION 87 

from education we must, of course, exclude the consideration of God. 
Who is the being- thus excluded, and what are his relations to human 
knowledge ? Cardinal Newman, in a passage of surpassing- eloquence, 
speaking on this subject in one of his university lectures, thus describes 
the Being whom the secularist would exclude: 

"To Him must be ascribed the rich endowments of the intellect, the 
irradiation of genius, the imagination of the poet, the sagacity of the 
politician, the wisdom (as Socrates calls it) which now rears and dec- 
orates the temple, now manifests itself in proverb and parable. The 
old saws of nations, the majestic precepts of philosophy, the luminous 
maxims of law, the oracles of individual wisdom, the traditionary rules 
of truth, justice and religion, even though embedded in corruption or 
alloyed with the pride of the world, betoken His original agency and 
His long-suffering presence. Even where there is habitual rebellion 
against Him of profound, far-spreading social depravity, still the under- 
current, or the heroic outburst of natural virtue, as well as the yearn- 
ing's of the heart after that which it has not, and its presentiment of its 
true remedies, are to be ascribe'd to the author of all good. Anticipa- 
tions or reminiscences of His glory haunt the mind of the self-sufficient 
sage and of the Pagan devotee ; His writing is upon the wall, whether 

of the Indian fane or of the porticoes of Greece He speaks 

amid the incantations of Balaam, raises Samuel's spirit in the witches' 
cavern, prophesies of the Messiah by the tongue of the sybil, forces 
Python to recognize His ministers, and baptizes by the hand of the mis- 
believer. He is with the heathen dramatist in his denunciations of in- 
justice and tyranny and auguries of divine vengeance upon crime. 
Even upon the unseemly legends of a popular mythology He casts His 
shadow, and is dimly discerned in the ode of the epic, as in troubled 
water or fantastic dreams. All that is good, all that is true, all that is 
beautiful, all that is beneficent, be it great or small, be it perfect or 
fragmentary, natural as well as supernatural, moral as well as material, 
comes from Him." 

Behold, then, how the Christian educator rounds and perfects educa- 
tion by teaching man what may be learned of the great Infinite 
Educator, who planted at once and developes all that is great and good 
in our nature, and replies to the soul's questionings concerning man, 
his origin and destiny. 

It is also the vocation of the Christian educator, by the great truths 
which he teaches, to restrain human passion, and thus by acting on the 
heart of man to clarify his intellect and make him at once the best 
scholar and the best citizen. There is more intimate connection 
between head and heart than the generality of men imagine. The 
unrestrained passions of the heart send up mists from its valleys that 
rest on the headlands. Men cannot see truth through the prejudices 
which passion generates. It is the sacred office of religion to dispel 
these mists. Hence we find the great pagan philosopher, Pythagoras, 
bringing his pupils away from the world and its distractions, and in 
chastity, mortification and prayer to the gods, communicating the 
great truths of philosophy. This, though an extreme measure, incul- 
cates a great truth — the influence of the state of the heart on the 
intellect. '-What has piety to do with learning?" men may ask. 
" Some of the most learned men have been anything- but saints. The fact 
that they are not bound down by the trammels of religion makes them 
freer to soar into the regions of speculation and theory, and no monkish 
chronicles or unscientific Bibles can call them back." But, as I have 
said, this freedom from the just restraint of the passions does darken 
the soul by prejudice. It is false to say that the most learned men have 
been those who ignored religion. Did Plato. Socrates and Pytha- 
goras, did Cicero and Pliny and Seneca, did Augustine and Thomas 



88 CATHOLIC EDUCATION VA\r. 

Aquinas and Lord Bacon and Copernicus and hundreds of others whose 
names stand so high in the history of intellectual progress, ignore the 
influence, the truth, the beauty and the goodness of religion ? If others 
there were who were great without religion, what might they have 
been under its influence ? And it is false to say that the intellectual 
liberty, or rather license of speculation unrestrained by any influence, 
isi conducive to truth, just as it is false to say that liberty unrestrained 
by 'any command — divine or human — is truest liberty. 

Who has speculated more boldly than St. Thomas Aquinas? Who 
has presented more powerfully the objections. of infidelity and error? 
The men who held such opinions were unable to express and urge them 
as this intellectual giant could do for them. Why? Because, free from 
the darkness of prejudice, he could see the amount of truth mixed with 
their errors, and then, being absolutely certain of the truth of religion, 
he knew with the same certainty that there could be nothing to contra- 
dict in the region of science and true philosophy. The last man of earth 
to fear the progress of scientific and philosophic investigation is the 
Catholic, and the better Catholic he is and the more thoroughly instructed, 
the more fearless he should be. All truth is one, and from God. He 
cannot speak one thing in nature and reason, and another in revelation. 
If, therefore, I am absolutely certain of my religious truths, I am as 
absolutely fearless of scientific truth. But if I have only opinions, more 
or less vague, on religious subjects, I may fear that some day scientists 
may discover something to undermine them. The same is true of opin- 
ions in the natural order, and if I have an opinion that the moon is 
inhabited, I should not wonder if science proved the contrary; but I have 
no fear that science is about to prove that two and two are not four, for 
of this I am certain. 

Now, I think it can be safely asserted that no class of religionists are 
more certain of the truths they profess and teach than Christian, Catholic 
educators. I am not here inquiring into the grounds for the certitude, 
but simply stating the fact. Hence, such educators must be the last to 
fear scientific revelations. 

Another and most important part of the vocation of the Christian 
Educator is that of teaching the great, restraining doctrines of our religion 
which help to form the law-abiding citizen as well as the good Christian. 
One of the many delusions of the age is that education of itself is enough 
to form the moral man, by elevating and refining our tastes, giving 
wholesome thought-food to the intellect, thereby excluding what is 
coarse and vicious, and filling the heart and imagination with pure and 
beautiful ideals. No doubt all these things help, but they are far from 
being sufficient. Education will refine even vice itself, but perhaps it is 
more fatal in its refined than in. its gross, repulsive condition. 

No secular education can strike at the root of evil as religion does. 
"Quarry the granite rock with razors or moor the vessel with a thread of 
silk, then may you hope, with such keen and delicate instruments as 
human knowledge and human reason to contend against these giants, 
the passion and the pride of man," says Cardinal Newman. Experience 
confirms what the great Cardinal asserts. Greece and Rome in the days 
of their highest culture were vicious to the core — elegantly vicious, if you 
please, but supremely vicious. 

" Whatever may be conceded to the influence of refined education 
on minds of peculiar structure," says George Washington in his inau- 
gural address, "reason and experience both forbid us to expect that 
national morality can prevail in exclusion of religious principles." No, 
ladies and g'entlemen. morality requires sacrifice, sacrifice requires a 
motive, and religion alone can furnish adequate motives for all kinds of 
temperaments. Religion must furnish motives stronger than those that 
move to sin in order that a man may rationally decide for the right 
against the wrong", for the pure against the impure. Hence religion 



WORLD'S COLUMBIAN EXPOSITION, 89 

must not be mere sentimentalism or probability. It must be founded in 
our rational nature and appeal with irresistible force to a power within 
us stronger than passion. Its truths must be clear and convincing - , and 
man must be educated in them. This is the office, supreme and all- 
important to the interests of the individual, the family and human 
society, of the Christian Educator. Of course. I shall be told that this is 
not properly the office of the mere educator. The parent and the priest 
can alone enter the sanctuary gates of the heart ; and the home and the 
Sunday-school are the places for Christian education. I say, ladies and 
gentlemen, that these are sacred and appropriate schools, but I say that 
experience clearly proves that they are not sufficient, that when you 
take from the great body of parents three classes — those who have not 
the time, those who have not the ability, and those who with time and 
ability, have not the inclination, very few will be left to attend to the 
vital duty of religious education. The Sunday-school held once a week 
is wholly insufficient and very precarious. No child could learn arith- 
metic or grammar by one weekly lesson, and yet the all- important 
subject on which time and eternity depend is supposed to be left to this 
precarious mode of teaching. Are chastity and honesty and obedience 
to law less important than arithmetic and grammar ? 

But it may be still further urged, let us by all means have the Chris- 
tian Educator, or rather, to render the title less sectarian, the Moral 
Instructor — the man who, rising above all sectarianism, teaches only the 
great moral principles upon which all men agree, who, eliminating dog- 
mas, confines himself to morals alone. This vague general talk has done 
great harm to morality. I have shown that dogmas of religion, absolu- 
tely certain and well inculcated, are essential to give motive to self- 
sacrifice, and hence to morality. As well expect the flower and fruit 
without the stem or root as expect morality without the doctrines that 
give it motive and power. In unsectarian moral education the teacher 
is supposed to avoid touching on any doctrine which might clash with 
the faith of his pupils or with that of their parents. Let me suppose, for 
illiistration, a congress of these youths taking your places in this hall. 
They are sharp nineteenth, nearly twentieth century young people com- 
bining Yankee acuteness with Chicago push. I. a quiet non-sectarian 
moral instructor from placid Pennsylvania and friendly Philadelphia, 
appear before them, giving them permission to object to anything like 
sectarianism, which may perhaps, unconsciously appear in my moral 
instruction, and to ask questions in explanation. I begin my address, 
'My dear young friends, fully impressed with the fact that I must avoid 
in my discourse any doctrine which may clash with the convictions of you 
or your parents, I shall, first of all, treat of a subject on which Pagans, 
Jews and Christians of all denominations entirely agree . I mean the 
voice within us that tells us that some things are right and some things 
wrong. This is the voice of conscience, which is the voice of God. "But," 
interrupts a smart young pupil amongst my auditors, "Who is God? 
What is God? Is He a person or only an invisible power, as my father 
thinks, and conscience, is it not the memory of perhaps a punishment 
received for doing wrong, as we see in the lower animals when they have 
been chastised and afterwards act as if conscious of guilt when they do 
something for which thev had been chastised? Have animals consciences, 
sir?" 

"I perceive," says the moral instructor, "that we have some atheists 
here: now, I come to instruct American Christian youth. Let the athe- 
ists, if such there be, retire. They require special treatment, and alone. 
Now. my dear Christian young men, I shall speak to you in a non-secta- 
rian manner." "Christian young men," cries out a pale, intellectual young 
man. "my father is a taxpayer and a Hebrew, and he does not believe, 
of course, in Christianity. He thinks Christ at the very best, to have 
been an enthusiast, who fancied himself to be the Son of God. If this 



90 CATHOLIC EDUCATION DAY. 

instruction is to be non-sectarian and intended for all taxpayers, it cannot 
be Christian." "Well, young g'entlemen," says the bewildered non-sec- 
tarian teacher, '"I see the point, but this is a Christian country, and as I 
cannot be with Christ and Annas and Caiphas at the same time, let the 
Jewish boys leave; they also require special treatment. Now, thank 
Heaven, I have young" American Christian boys to teach, boys who honor 
Christ as the Son of God." "Hold!" says a voice with a strong* New Eng- 
land ring, "If by Son of God you mean that He was God, equal to His 
Father, the Great Almighty, I object, for my parents and I are Unitari- 
ans, from Boston, and I did not expect to have sectarian teaching incul- 
cated in a purely non-sectarian school." Another crowd is dispersed, and 
the moral instructor, not yet entirely demoralized, proceeds witn his lec- 
ture. "As I told you, conscience declares that some things are right ana 
some things wrong, and that we shall be rewarded for doing the rig'ht 
and punished for the wrong. 

Some believe that the punishment of a really bad man will be eter- 
nal, but as I am to be non-sectarian, I will not enter on that subject. 
"But, sir," interrupts a youth in the crowd, "it's a mighty important 
subject to know something about." " Well, replies the instructor, "sup- 
pose we say the punishment is eternal." " Then," says the pupil, " that 
is sectarian doctrine, for my father is a Universalist preacher and thinks 
and teaches that the doctrine is monstrous and contrary to all that we 
know of God's mercy." " Well, then, suppose we say the punishment is 
just temporal and just proportioned to the crime, and after this tempor- 
ary hell God will receive the soul into heaven." " Temporary hell," cries 
out one in the audience, "I declare that most sectarian doctrine, for a 
temporary hell where souls suffer for some time before they enter heaven 
sounds mighty like what Roman Catholics call purgatory." By this time 
the poor moral instructor begins to feel something like the pains of purga- 
tory, with a fear that he may get farther south, if these youngsters so 
torment him. I might, ladies and gentlemen, continue this examination 
until the hall of the moral instructor would become vacant, as some one 
would be found to object to every dogmatic utterance of his. In vain will 
he cry out, " Why, young men, the very Pagans believed in God and his 
providence and future rewards and punishments. Can I not teach this 
much? "Yes, sir," some one answered, "if you propose to make us 
young Pagans. But the world is progressing. Dogmatism, which, as some 
one has happily said, is only puppyism fully matured, has had its day, 
and we must think for ourselves and act out our own nature as we please. " 
Now, ladies and gentlemen, what is to become of a generation thus 
unrestrained by the great religious element within, and the great God 
above them ? With a mother's instinct, the Catholic Church, who knows 
the human heart, who has been looking into it for nearly two thousand 
years, sees and feels the danger, and makes every sacrifice to avert it. 
Hence she offers her religious orders of teaching men and women in 
every part of the world, who in poverty and chastity and obedience 
give themselves to teach not only the intellect, but the heart, and thus 
save humanity from its own fierce passions. She appreciates the 
sublime vocation of the Christian educator. If it be noble for the painter 
or the sculptor to reproduce on canvas or in marble some g'reat work of 
God, what of him who fashions the young soul, and impresses more 
vividly on it the very image of God, who points out the glories of the 
starry worlds above us, and fears not to soar hig'her to the God of these 
worlds of light ? The Christian educator who. in teaching the history 
of humanity and its civilization, points to the g'reat central Figure of 
both — the g*lory of our humanity and the founder of our civilization — 
.lesus Christ, lie fears not the charge of sectarianism when speaking of 
II im, his Lord and his God. He hangs the image of Him Crucified on 
the wall of the school-room, and points to it as the symbol of " the 
wisdom of God and the power of God." 



WORLD'S COLUytiSi AN EXPOSITION. 91 

Look at that gentle, consecrated virgin, the Sister- teacher, with her 
young pupils around her. She speaits to them of the truths of human 
scioxice, teaches them most diligently what is necessary to be known to 
fit them for their position in life, and then, as her heart glows and her 
eye brightens and her voice is tremulous with emotion, she speaks of 
Him whom she loves, to whom and to whose little ones she has given her 
young heart and bright intellect. She speaks of love and loyalty 
towards Him — of purity, of mastery of the passions. She is herself the 
living sermon which must leave its indelible impress on the hearts of 
her pupils. The Catholic Church, with a maternal instinct for the pre- 
servation of the spiritual life of her children, knows no sacrifice too 
great to be made for their religious instruction. You behold the result. 
Thousands cf school-houses surmounted by the cross, and second only 
in importance to our churches, are seen throughout the land. Many 
reLgious orders of men and women are devoted to the same work. You 
behold at this Columbian Exposition some of the visible results of this 
remarkable self-sacrifice for the cause of education. You see how 
charity can do more than gold. 

Therefore, ladies and gentlemen, to sum up what I have said to you: 
because the vocation of the Christian educator is to the human intellect 
and includes all that is glorious in the vocation of the purely secular 
teacher, because in addition to all this it has a mission to the human 
heart, to the great religious element in man, to man in his entirety, 
because it elevates him at once to the plane of the supernatural, and bv 
restraining passion, makes him the best individual and the best citizen; 
because it clarifies and strengthens conscience, which in a country like 
ours, where external control is so gentle, should act as a strong internal 
ruler; because unsectarian generalities and mere sentiment can never 
affect the passions so as to really master them, and only the truths 
taught by the Christian educator can effect this: therefore, am I not 
safe in concluding that the vocation of the Christian educator in this 
free land, and in this progressive nineteenth century, is one of supreme 
importance to the individual, to the nation, and to humanity ? 

The band then rendered a medley of American airs by Catlin. 

Archbishop Feehan, in introducing Hon. Morgan J. O'Brien, 
said : 

I now have the pleasure of introducing the Hon. Morgan J, 
O'Brien, of the Supreme Court of New York, who will speak to you 
upon "What Catholics have done for Education in the United 
States." 

ADDRESS OF HON. MORGAN J. O'BRIEN, SUPREME COURT, 
NEW YORK STATE. 

What Catholics Have Done foe Education in the United States. 

Among the manifestations of God's creative power in this world 
man occupies the first place, not alone that he is the greatest and highest, 
but principally because of his moral nature and ultimate destiny. 

This idea of his position and destiny is the characteristic distinction 
between his status under a Pagan and under a Christian civilization. 
Under the former, where the State was everything and the individual 
nothing, man had no rights which the State need respect. 

The Christian idea of individual responsibility and glorious destiny 
has not only fixed the relative rights of a citizen toward his government, 
but has covered our land with asylums for the sick and aged, infirm and 
decrepit, which were unheard of under a Pagan civilization. 



'.>- CATHOLIC ED TTCATION DA Y. 

The progress made in the march of civilization is in nothing- more 
marked than in the recognition of individual rights and duties. Man's 
past and present reads like a book on astronomy. Once astronomy con- 
sidered the stars as mere fixed points of light, placed in space and with- 
out relation to other heavenly bodies ; now it studies them, determines 
their size, movements, and the revolution of their planets. Astronomy 
now knows that each star has its relative place, performs its particular 
functions under given laws, gives out its light to illumine earth and 
space and aids in producing that life and beauty which make up the har- 
mony of ten thousand worlds. 

So since the Pagan times when death was thought to be annihilation, 
we know that man's use and function is to be witness of the glory of 
that God, who is the creator of these stars and numberless worlds, and to 
advance that glory by his reasonable obedience and resultant happiness. 

In determining, therefore, the benefits of any system, either of 
religion or education, it must be judged not alone by its effects or results 
upon man in his connection with what transpires about him here, but 
also by its influence upon his ultimate destiny. 

This dual relation to time and eternity, though susceptible, in the 
abstract, of separate treatment and consideration, cannot, in the con- 
crete, be dissevered, any more than can the body and soul. 

Man's rights and duties, whether considered as an individual, as a 
member of the family, or that greater society known as the State, cannot 
be correctly determined without bearing this fact constantly in mind. 
What changes this wrought in men's lives, what transformations effected 
in nations, is most strikingly shown by contrasting Pagan and Christian 
civilization. The problem of life, the mystery of death, unknown to 
Pagan people, and the source of perplexity to the greatest sages and 
philosophers were solved, and are now in the possession of the poorest 
and most illiterate in Christendom. No longer left to the caprice of 
passion, this knowledge elevated man's dignity and position, and no 
longer left to journey from the cradle to the grave in doubt and uncer- 
tainty, he became infused with new blood, inspired with new hopes, and 
stood firmer, erect on God's footstool, with eyes ever fixed on his eternal 
home . 

It would be both interesting and instructive to trace the 
influence that this knowledge of his dual relation to the here and 
the hereafter exerted upon man's condition and action, crystallizing 
in that Christian civilization which is now the heritage of all. It would 
exceed, however, the object, scope and expected limits of this paper, which 
will deal with it so far only as may be essential to answer the question 
presented for our consideration, viz. : What have the Catholics done for 
education in the United States? 

There can be no question of more vital importance to the American 
people than this : How are children, who, within a few years are to be 
trusted with the responsibility of citizenship, and the destinies of the 
nation to be educated ? The growth, development and prosperity of the 
State depends on the intelligence of the people. 

Educational institutions may be divided into primary and secondary; 
the former embraces public, parochial and similar schools, devoted to 
elementary education, while secondary institutions comprise colleges 
and universities. Leaving out of view the religious feature, which we 
will discuss hereafter, and contrasting, from a secular standpoint, Cath- 
olic colleges and universities with other denominational or non-sectarian 
colleges, so-called, we are forcibly struck with how favorable, taking the 
past, is the comparison. Without means, without subsidies, without 
rich or influential friends, amidst trials and tribulations that would have 
excused failure, they have grown, flourished and multiplied, until to-day, 
we possess colleges and universities where every ambition for the most 
advanced higher education can be satisfied. The abundant money and 



WORLD'S COLUMBIAN EXPOSITION. 93 

resources of other colleges is equalized by the superiority, as a rule, of the 
faculty of Catholic colleges. 

But when we come to consider our parochial as compared to the pub- 
lic schools, then the results are remarkable. That the public schools, in 
their appointments, in their completeness and in their system and methods 
of instruction, are superior, must be conceded. But it should be remem- 
bered, that though the parochial school dates back forty years, it has 
only been within the past twenty years that Catholics have been in a 
position to devote to their advancement either time, money or effort. 
Yet the statistics show that there are between 700,000 and 800,000 in our 
parochial as against seven to eight millions in the public schools. In 
addition, there are many orphanages, children's homes and similar insti- 
tutions, whose inmates receive a Catholic elementary training. So that, 
if we take the number of children of school age, it will be found, taking 
our entire population, that the per centage, as between Catholic and pub- 
lic schools, is greater in favor of Catholic. 

When we remember that this involves the double burden of building 
and maintaining our own schools, besides contributing-, in the way of tax- 
ation, to public instructiou, the result is not only extraordinary, but is 
evidence of a deep-seated and sincere belief in the necessity of Catholic 
Schools and Catholic Education. 

We could continue our comparison and show that the education thus 
provided, regarded solely as secular education, equips the pupil with as 
good a mental training and intellectual equipment to contend for a 
successful position in life, as that furnished by other schools, public or 
private. But no idea of comparison, antagonism or competition, or even 
ambition to provide a better secular education, induced the establish- 
ment of the various Catholic schools, colleges and universities through- 
out our country. We recognize the necessity and utility of public 
schools and public instruction. These are essential for the safety and 
permanence of our country, needful to make intelligent citizens, and, 
for those who are indifferent or opposed to religion and education going 
hand in hand, or are opposed to religion, or who are indifferent to both 
the education and religion, and would neglect, were it not for the State, 
the obligation imposed upon them as parents to properly educate their 
children, as well as those who, with means, ability and disposition, are 
able to provide a thorough religious training otherwise, the public schools 
are highly necessary and beneficial. It is, therefore, a mistake to assert 
that Catholics are opposed to public schools. Gladly would we avail 
ourselves of their great advantages, willingly would we lay down the 
burden of maintaining separate schools, if this could be done without 
the sacrifice of principle. If conducted after the plan of the National 
School System of Ireland, or upon the denominational plan of Canada, 
which permits religious training, then could we conscientiously give up 
our own schools. We recognize their necessity, efficiency and useful- 
ness for classes, some of which have been, and others which might be, 
enumerated, but they do not come up to the i-equirements of what, in a 
Catholic view, is essential to a true and sound education. Not the mind 
alone, but the heart, and the whole man, must be trained, because we 
accept alone as the true definition that given by W T ebster, according to 
whom to educate is "to instil into the mind principles of. art, science* 
morals, religion and behavior." "To educate in the arts is important, 
in religion indispensable." As said Our Holy Father, " He who, in the 
education of youth, neglects the will, and concentrates all his energies 
on the culture of the intellect,, succeeds in turning education into a 
dangerous weapon in the hands of the wicked. It is the reasoning of 
the intellect that sometimes joins -with the evil propensities of the will, 
and gives them a power which baffles all resistance." 

It is, therefore, in the language of Cardinal Manning, that we insist', 
"that a Christian child has a right to a Christian education, and a Catho- 



94 CA TH OLIC ED UCA TION DA I". 

lie child to a Catholic education.'' There is nothing- new in this defini- 
tion of education, which has not only been consistently maintained by 
Catholics under every form of government, but has received the sanction 
and endorsement of some of the most eminent Protestant writers and 
thinkers who have spoken of the dangers attending education without 
religion. 

Although we have, considering the difficulties, obstacles and lack of 
means, just cause for pride in the number of our schools, colleges and 
universities providing- as they do, for fully eight hundred thousand 
pupils, with well equipped and disciplined teachers and professors, who 
have sent for Ji young men who have successfully battled in every walk 
and profession of life for the world's highest honors, it is not in any or 
all of these that we find our chief pride and glory, or on which we rest 
our just claim to the gratitude of our fellow-countrymen in what we have 
done for education. 

Though we had for lack of means, been powerless to accomplish 
what has been achieved, nevertheless, the principle which has stimulated 
us to spend millions of dollars, to sacrifice the life and ambition'of thous- 
ands of our Catholic teachers, to assume the burden of a double taxation 
would carry us on, stimulate us with the zeal and courage to carry to a 
successful issue a work that must redound in the greatest benefits to 
the individual and the permanent welfare of our country. It has never 
been questioned but that the safetj^ of a Republic rests upon the virtue 
of its citizens, just as monarchies are sustained by strong central 
governments, supported by large standing armies, and in which the gov- 
erning principle is force. The world knows but two principles of gov- 
ernment, one the power of the sword, sustained by the hand that wields 
it, the other the power of law, sustained by a virtuous and intelligent 
public opinion. "Or, differently expressed, there is the principle of force 
and the principle of love." 

Whilst intelligence, therefore, is a necessity, and tends to promote 
virtue and eradicate vice, besides qualifying a man for citizenship, it still 
remains true that virtue is essentially based on religion. There may be 
individuals peculiarly endowed, who may be exceptions, but it can be 
truly stated, as a rule, that intelligence may make a brilliant, but can 
never make a virtuous people. As well may we expect a tree torn up by 
the roots, and thrown on the wayside to grow and blossom, as to expect 
that virtue, separated from religion, can survive. The ages and nations 
that produced a Plato, an Aristotle and a Cicero were noted for the intel- 
ligence, not alone of a few, but of the entire people. But what of then- 
virtue? No picture brush could paint, or pen describe, could ever color 
the frightful moral condition of Greece and Rome, the two greatest and 
most intelligent nations of antiquity. The history of those nations, as 
well as the study of all the civilizations known to man, bear striking 
testimony to that oft quoted, but profound expression of Washington, 
the Father of our Country, who, in his farewell address, said: ''What- 
ever may be conceded to the influence of refined education on minds of 
peculiar structure, reason and experience both forbid us to expect that 
nat'onal morality can prevail in exclusion of religious principle,'' 

And our own beloved Cardinal Gibbons, in his admirable book, " Our 
Christian Heritage," justifies the summary that '"every philosopher and 
statesman who has discussed the subject of human governments has 
acknowledged that there can be no stable society without justice, no 
justice without morality, no morality without relig-ion. no relig-ion with- 
out God." And in this place I cannot forbear quoting- from the same 
eminent author his eloquent description of religion and its salutary and 
far-reaching influences: " Religion is anterior to society and more 
enduring than governments, it is the focus of all social virtues, the basis 
of public morals, the most powerful instrument in the hands of legisla- 
tors, it is stronger than self-interest, more awe-inspiring than civil 



WORLD'S <;0L CMBIAN EXPOSITION. 95 

threats, more universal than honor, more active than love of country — 
the surest guarantee that rulers can have of the fidelity of their sub- 
jects, and that subjects can have of the justice of their rulers ; it is the 
curb of the mighty, the defense of the weak, the consolation of the 
afflicted, the covenant of God with man, and, in the language of Homer, 
it is "the golden chain which suspends the earth from the throne of the 
eternal." 

Religion, however, it may be asserted, is the proper theme for the 
church or home, but has no place in the school. That churches and the 
teaching of Christian homes do much to foster and promote religion must 
be conceded, but, generally speaking, churches are more potent in main- 
taining religious convictions already formed than successful in the incul- 
cation of religion in children. Hence their greater utility for adults 
than for children. The benefits of a Sunday-School or of home training 
cannot be over-estimated, but what impracticable difficulties are there 
in the way of their ever being so arranged as to produce the desired 
results, for the great mass of our children, either because of the small 
time devoted each week in the Sunday School or the limited number that 
ever receive a thorough religious training at home . 

That churches, Sunday-schools and home influence have not been as 
far-reaching as demanded by the religious wants of the people or nation, 
may be conclusively shown by dwelling for a moment on the past and 
present religious condition of our country. Those who founded our 
colonies, as well as our Revolutionary forefathers, were religious 
men. Physically rugged and hardy, they were imbued with strong 
religious convictions that influenced their every act. They came over a 
trackless ocean, and cut a way through impenetrable forests, and through 
their religion, intelligence and courage, established society and govern- 
ment and laws, and, after finally throwing off a foreign yoke, laid deep 
the foundations of a constitutional republic that is seemingly destined to 
be the foremost nation of the world. Are we acting up to the spirit, the 
principles, the traditions of the past? Are we advancing or retrograding? 
To assert that, having advanced morally to a certain point, we can then 
remain stationary, is to utter an absurdity, for a nation can no more 
remain morally passive than can a man; he is bound to go on and upward 
or to go on and downward. 

That, in material prosperity, we have made giant strides is apparent. 
Our towns, cities and states have increased and multiplied. Men have 
amassed wealth running into the millions and hundreds of millions. Our 
corporations are striding a continent, but are we not equally accursed 
by incipent pauperism and discontent, do we not know that thousands 
are deprived of the very necessaries of life, deprived of the benefits of 
education, religion and civilization, deprived of the very blessings which 
our Constitution guarantees, and which God seemingly intended for 
every man, woman and child in our land? 

Has not agnosticism, materialism, infidelity and other forms of irre- 
ligion been as rapidly augmented as our national prosperity? Has not 
polygamy, under the form of Mormonism, or lax divorce laws, alarm- 
ingly increased? Have we the same spirit of public or private virtue 
that prevailed in the early days of the Republic? Have not immorality, 
gambling, intemperance, breaches of private and public trust, become 
prevalent among our citizens? 

The fact, therefore, stands prominently forth that virtue has de- 
creased in proportion to the destruction of the religious sentiment among 
our people, and it requires no prophet to tell what must be the inevita- 
ble end if some check to the rapid inroad of irreligion be not found. 
Kingdoms, empires and republics, some of which in territorial aggrand- 
izement were larger than our own, some obtaining an intellectual su- 
premacy which yet commands the admiration of the world, have, at 
times, glistened along the past only to be extinguished and to fade as 



96 CATHOLIC EDUCATION DAY. 

utterly as the vivid glories of the sunset. Shall our country, whose glory 
and prosperity are linked with every fibre of our hearts, whose founda- 
tions were laid so deep and strong-, which through the heroism anl 
patriotism of our fathers has given to the world a government so ad- 
justed as to satisfy the highest and noblest demands of social and civil 
life, is this, through our indifference or folly, to repeat the history of 
nations which have fallen to rise no more? We believe that more of 
man's destiny has been committed to our country than to any other 
nation in Christendom. \ 

But we know that nations, like men, may live to the fullness of 
their time, or perish prematurely for want of guidance or through in- 
ternal disorders. Viewing, therefore, the causes which threaten our 
national existence, most if not all of which are directly traceable to 
moral decadence among our people, may we not profitably inquire into 
the remedy for these evils? That these have grown and increased, in 
spite of the influence of churches, and the possibility of children being 
given a religious training at home, is evident from the present social 
conditions. 

That they could not be so alarmingly increased, augmented or prev- 
alent, were our people as virtuous now as in the past, we think 
equally demonstrable. It is conceivable that even a highly educated 
and intelligent people may be both corrupt and immoral, as shown in 
the history of Greece and Rome, but it is a contradiction in terms to 
assert that any people with deep-seated religious convictions, based on 
Christ's teachings, can ever be any but a virtuous people. Catholics 
regard, therefore, the proper religious training of their children as 
essential, not only for moral perfection in the individual and in the 
family, but equally necessary to the formation of virtuous and patriotic 
citizens. Catholics regard the teachings of religion as of paramount 
importance to the individual and the State, and, to that end, have 
earnestly and conscientiously labored to adopt the most effective means 
of securing it. 

We rightly view youth as the seed-time of life. If the ground is 
then tilled and watered and sown with good seed the perennial flowers 
of religion and virtue will bloom in the summer's sun, and their sweet- 
ness and perfume continue until winter's snow shall linger and be dis- 
solved in the lap of an eternal spring. 

Experience, human nature, the necessity of first, as lasting im- 
pressions, all teach that the seat of all that is good and bad. the source 
of virtue as well as vice — the human heart — shall receive the same con- 
tinuous, devoted and consistent training as the human mind. The error 
of delaying this work, or having it imperfectly done, is fraught with 
such terrible consequences to the individual, the family and the State, 
that Catholics regard religious as superior in its claims to mere mental 
training. If we would, therefore, ask what have Catholics done for edu- 
cation, we would answer, though we mig'ht point with pride to the 
number and character of our schools, colleges and universities, that we 
have joined in holy wedlock religion and education in conformity to the 
eternal decrees and fitness of things ; that we have produced teachers 
who have consecrated their lives to the work of the Divine Master, 
laboring to lift not only our minds but our hearts, who have struggled to 
emancipate us from the encroachments of a debasing materialism, who 
daily teach us there is something in life higher, better and more import- 
ant than commerce and wealth, than poetry, eloquence and song, that 
spiritual life which holds us responsible for what we may do while here 
and accountable at last to the final Judge. 

In our schools, therefore, there is taught all that is taught in others 
and something more. They teach not only the geography of this, but of 
the world beyond. 

How important and beneficial such an education is, both to the in- 



WORLD'S COLUMBIAN EXPOSITION. 97 

dividual and the State, I have endeavored imperfectly to outline. The 
underlying - principle that distinguishes Catholic education is equally im- 
portant to every other Christian denomination. 

All professing* Christians, be they Catholic or not, value the ines- 
timable blessings conferred by religion in developing the men who 
hewed out of impenetrable forests a country, a g-overnment and a Con- 
stitution that is the envy of the world, and which, in its integrity, if 
preserved, assures not only to the present but to ag*es unborn the 
divine rights of civil and religious liberty. Our great achievements, our 
phenomenal growth, our long* list of illustrious heroes, were the result 
of the religious spirit abiding in our people, and which found expression 
"in an admirable public conscience, rich in maxims of sublime morality, 
in laws* of justice and equity, in sentiments of honor and dignity, in a 
profound respect for man and all that belong*s to him, in a tendency to 
improve the condition of the many, to protect the weak and succor the 
unfortunate, in the indelible stamp which it has affixed on all our laws 
and all our institutions, and which has given us a civilization superior 
to that of all other civilizations, ancient or modern." 

The weakening of this%spirit, which we believe has occurred, is a 
national calamity, and the evils that must inevitably follow, if not 
already apparent, is due to the original vig*or and strength as it existed, 
a'nd which, thus far, it has been impossible to wholly obscure or destroy. 

If religion, then, was the fruitful product of so much good, what 
other remedy so effective can be suggested for renewing" the original 
energy of the nation? And, in what manner can this be more effectu- 
ally accomplished than by properly training* our youth? Feeling*, as we 
do, that time and the sense of justice that ever abides in the American 
people will, sooner or later, bear testimony to the sincerity and value of 
the principle for which Catholics contend, we will patiently bear our 
present burdens, subject ourselves to the misrepresentation of those who 
will not understand us, and continue to uphold the principle that we 
shall not sacrifice the moral to the mental well being* of our youth. 

This idea, or principle, which we believe will finally meet with the 
assent and approval of all thoughtful and rig*ht minded men, is the 
Catholic contribution to education. This does not, let us repeat, place 
itself in antagonism to our public schools, nor does it, in any way, include 
the right of the State to teach religion. The latter would, to that extent, 
be a union of Church and State, to which in this country, where religi- 
ous freedom is guaranteed, we, as American Catholics, are unalterably 
opposed. 

The objection that this principle is opposed to the State is an old 
one, and was answered by Christ himself, when, in the Temple, he took 
the Roman coin, and enunciated the cardinal and guiding* principle of 
civic rights and duties, by requiring* tribute to Ceesar "of things that are 
Csesar's and to God the thing's that are God's." 

That some will be found who, opposed to all religion, will not regard 
our contribution to education as valuable we know, but for 
those who believe in Christianity, be they Catholic or Protestant, no 
logical reason can be sug*g*ested why they should oppose the principle for 
which we contend. 

When we find arranged against Christianity all the forces of irreli- 
gion — forces most powerful and unrelenting* — having* a singie bond of 
union, hostility to religion, should the time of Christians be taken up in 
bitter strife among* themselves, instead of directing* their strength 
against the common enemy? What a striking parallel in our present 
attitude and that so graphically described by Scott in his "Talisman" of 
the spirit that filled the allied Christian princess before the walls of 
Jerusalem. 

After years of preparation, after months of long* and dreary 
marches, after suffering and untold hardships, with ranks already . 



98 , C A THOLIG ED UCATION DA Y. 

decimated by the assaults of the eneny, they stood before the city of 
.their God, which they had sworn should be wrested from the Saracen's 
hands. Instead of marching- on the city, which the rank and file were 
anxious to do, they spent the time in vainly discussing - as to who among* 
them was, by right of precedence, entitled to lead the Christian hosts. 
After days thus spent by Richard the lion hearted, Philip of France, 
and Leopold of Austria, in useless wrangling, the debate was happily 
terminated by their uniting* in a sentiment which we now adopt as 
our own, and which led the Christian hosts to victory: "In the face 
of our common enemy, let our quarrels be those of the past — to-day let 
each lead his own, and hereafter let him take precedence who shall carry 
furthest into the ranks of the enemy the Banner of the Cross." 

The Hon. Thomas J. Gargan, of Boston, Mass., was introduced 
by Archbishop Feehan in the following words : 

The Hon. Thomas J. Gargan, of Boston, will now address you, 
ladies and gentlemen, on ''Patriotism — a Sequence of Catholic 
Education." 
ADDRESS OF THOMAS J. GARGAN, OF BOSTON, MASS., AT 

CHICAGO, SEPTEMBER 2, 1893. 

Subject : Catholicity and Patriotism. 

I have been invited to speak to you on "Catholicity and Patriotism," 
and what more appropriate time than this to speak, when we are cele- 
brating- the four hundredth anniversary of the great Catholic discoverer 
who made this Republic possible, and in this city, where the courage of 
our Catholic fellow citizens, acting- as peace officers during- the anarch- 
istic disturbances, was put to its supremest test to uphold and maintain 
thi doctrine of the founders of our constitution, "That this should be a 
government of laws and not of men." Catholicity and patriotism seem 
to me synonymous terms. What do we mean by Catholic? We mean 
universal, whole, liberal, not narrow minded. W T hat is the end and aim 
of Catholicity? The happiness and eternal welfare of mankind. What 
is Patriotism? Love of country. The passion which aims to serve one's 
country. What is the end and aim, then,- of patriotism? The prosperity 
and welfare of one's country. It is true, the end of Catholicity is the 
welfare of all mankind, while patriotism is defined to be the welfare of 
one's country; yet they are not inconsistent, for Catholicity teaches that 
we are to "Render unto Csesar the things that are Caesar's, and unto God 
the things that are God's." In other words, we owe our duty and alle- 
giance in all temporal matters, to properly instituted, authorized and 
organized government. We, as Catholics and citizens of the United 
States, yield, in our love and devotion to the country and its institutions, 
to no other organization or body of men; and we may be pardoned if at 
this time we indulge somewhat in retrospection. 

De Toqueville, in his Democracy of America, and Bryce in his 
American Commonwealth, agree that the government of the United 
States had its origin in the New England town meeting, where exists 
to-day the best form of Democratic government ; yet the idea of 
the town meeting came from Catholic Normandy, where it was the 
custom from the earliest history of the church after the last mass on 
Sunday, when the congregation was dismissed, to assemble on the 
common or green in front of the church and discuss the questions of 
new roads, and to fix the local rates and taxes, and to debate all matters 
appertaining to the material welfare of the people of the parish. The 
Normans, after the conquest, established this same custom in England, 
and the Plymouth and Massachusetts Bay colonists brought over this 
idea to America. And thus we have in this Catholic custom the germ of 



WORLD'S COLUMBIAN EXPOSITION. 99 

our whole system of Democratic government, the foundation stone en 
which our Union is builded. 

Need I recall to you the early history of our country, or the 
events which led up to the American Revolution and the Declaration of 
Independence ? We cannot forget that Magna Charta, won from King 
John, of England, was the precursor, of that declaration, and that the 
great charter of England was won by the Catholic Archbishop Langton. 
who on the field of Runnymede administered the oath by which the 
barons and two thousand knights, esquires, and followers bound them- 
selves '"to conquer or die in defence of their liberties." The same 
liberties which were afterwards proclaimed and set forth in the immortal 
declaration and the bill of rights. That the subject should be secure in 
his person, liberty, and property ; that he should not be deprived of 
either without due process of law ; that the courts should no longer 
follow the person of the king, but be held in some certain place con- 
firmed to all cities and towns, the enjoyment of their ancient liberties 
according to the terms of their charters and reaffirmed the rights of trial 
by jury. Thus, five hundred and fifty years before the Declaration of 
American Independence the spirit of catholicity, as expressed by Arch- 
bishop Langton, compelled King John to grant larger liberties to the 
people of England. The great charter was the dawn, the Declaration of 
Independence the full noon of liberty's day. In the events preceding 
the birth of the United States, the Catholics of the colonies were true 
patriots mindful of the teachings of catholicity. Catholic Maryland, the 
first of the colonies to grant civil and religious liberty to all settlers, 
gave aid and comfort to Massachusetts in her agitation against taxation 
without representation, and early in the struggle, Father John Carroll, 
afterwards bishop of Baltimore, went on a diplomatic mission to Canada 
to secure aid of the French colonists, a mission which would have 'been 
successful in adding Canada to our Union if it were not for some New 
England Burchards of those days. In one of the colonial congresses, 
prior to the Declaration of Independence, much was said about the 
doctrine of the divine rights of kings, when a Catholic patriot arose and 
paid: " What about the divine rights of the people," and anybody who 
reads carefully the proceedings of the congresses and conventions must 
be struck with the wisdom of the utterances and the catholic spirit of the 
men who framed this government of ours. A government which Lord 
Brougham said : ' ' Was the wisest and best government ever devised by 
the ingenuity of men." 

The framers of our government were not mere theorists and experi- 
menters. They were men who had thought seriously and soundly upon 
the great problems before them. They were men not unfamiliar with 
the teachings of the early Catholic philosophers and doctors, for when 
they proclaimed the doctrine that all government rests upon the consent 
of the governed, they had to sustain such authorities as Saint Thomas 
Aquinas, the great doctor, who says ' 'that the ruler has not the power 
of making law except in as much as he bears the power of the multi- 
tude." And Sir Thomas More, in spite of King Henry VIII. , maintained 
that the King held his crown by Parliamentary title, and Suarez taught 
"Whenever civil pow r er is found in one man or legitimate prince by ordin- 
ary right it came from the people and community, either proximately or 
remotely ; it cannot be otherwise possessed so as to be just," and Bellar- 
mine says : "Divine right gave the power to no particular man; it, there- 
fore, gave the power to the multitude." Is there a Catholic who can 
read without a patriotic thrill the original document of the Declaration 
of Independence ? While venerating the memory of all who did and 
dared so much that this government of ours, founded upon manhood, suf- 
frage, might exist, we recall with affection the memory of Charles Car- 
roll, who amxed "of Carrollton" to his signature in that instrument that 
there might be no mistake as to his identity and that he might bear the 



100 CATHOLIC EDUCATION DAY. 

full consequences of his act, believing" that if death were to be the 
penalty for his devotion to a righteous cause, "The fittest place for man 
to die is where he dies for man." 

It would be invidious in me to singie out names to show the patriot- 
ism of Catholics during- those seven eventful years of toil and battle for 
the independence of our country. Washing-ton bore testimony in his 
letter to his Catholic fellow-countrymen to their bravery and fidelity to 
the American cause, and to erase the names and deeds of Catholics from 
the history of our struggle to become a nation, would be to erase from 
the annals of our country's history some of its brightest pag-es. During 
all this critical period, after the peace of Versailles and preceding- the 
formation of the Federal Constitutions, the patriotism of the Catholics 
of the United States was conspicuous. Nor was it less so during the 
war of 1812, where notably our victories upon the sea placed us in the 
front rank of naval powers. Nor could there have been a more complete 
answer to the slanders against Catholics as patriots than was afforded in 
the war against Mexico, a so-called Catholic nation — a war that was in 
many of the States an unpopular war ; yet the Catholics followed the 
flag of their country on every battlefield, from Reseca de la Palma to 
the City of Mexico, and, while there are many Catholic names worthy of 
mention, I recall only the name of General Shields, conspicuous for 
bravery and gallantry not only in Mexico, but in our late war, a Catholic 
patriot, the hero of two wars and one who has had the distinguished 
honor of having served the United States as Senator from three States 
in the Union. 

Faithful in three great struggles for the maintenance of their country's 
honors, where should we expect to find the Catholics of the United States 
in that great conflict which threatened the destruction of the Union? 
Perhaps if the framers of the Declaration of independence had not omit' 
ted that clause in the Declaration intending the abolition of the slave 
trade, civil war might have been averted; a clause which Mr. Jefferson 
said was struck out in compliance to South Carolina and Georgia, and 
not without tenderness to some of our northern brethren, who, although 
they had very few slaves themselves, were very considerable carriers of 
them to others; yet, when that conflict came, much as it was deplored, while 
many recognized that the logic and the law and the constitution leaned 
in the direction of the legal existence of slavery, the logic and the law 
went down before the appeal to humanity; and when one of the States 
of the Union committed that supreme act of folly, firing on the flag of our 
conntry, the uprising of the people of the North was almost universal; 
Catholic and non-Catholic forgot all differences of politics and creed in 
the common danger that threatened us. The Puritan and the Catholic 
marched shoulder to shoulder; and on every battlefield of the late war 
where battle was fought or blood was shed, the Catholic soldiers fought, 
and bled, and died, with a courage and heroism not surpassed by any 
others; and they have bequeathed a rich leg'acy of patriotism to poster- 
ity, and have left memories and traditions to their children and children's 
children, with which history will indissolubly bind them to the soil for- 
ever; and the names of such brave Catholic soldiers as Sheridan. Rose' 
cranz, Shields, Mulligan, and Corcoran, will be remembered so long as 
men love and are ready to die for the flag of their country; and so long 
as will spring in human hearts a responsive throb at the rehearsal of 
brave deeds, their fame will be secure in the United States of America. 
Not only on the field of battle, but in the councils of the country did 
Catholics furnish abundant evidence of patriotism. The clergy and the 
laity vied with each other, and the late Mr. Seward, our Secretary of 
State, under Mr. Lincoln, told me, a few years before his death, that no 
greater service was rendered by any one man for his country than had 
been rendered by the late Archbishop of New York, on his diplomatic 
mission to France in the early days of the rebellion; a patriotic service 



WORLD'S COLUMBIAN EXPOSITION. 101 

for which thv, ' ountry would always be grateful, and w T hich could never 
be repaid. 

Nor will the American people forget the piety and devotion of 
the Catholic priests, the chaplains in the field, who shared in the dangers 
and hardships of the camp and the battlefield, administering, under the 
hottest fire of battle, the last consolation of religion to the dying. No 
march was too long, no cold too severe, no sun too hot, to deter these sol- 
diers of the cross, and they have added a new lustre to the name of 
Catholics. Nor should we be unmindful of those noble women of the 
Catholic sisterhoods, "Angels of Mercy," as the soldiers of all creeds and 
of no creed call them; who in the field and in the hospitals soothed and 
comforted the sick and wounded and whispered words of hope and com- 
fort to the dying" soldier, actuated by that same spirit of love which 
inspired the divine mother at the foot of the cross of her son, where, 
nearly two thousand years ago, for the eternal instruction of the gener- 
ations, the human law nailed the divine. With such examples and such 
evidence before us that Catholicity and patriotism in this country have 
walked together hand in hand, what is our duty as Catholics and patriots 
in our day and generation? We may not live in times when our services 
are called for on the battlefield, yet we must remember, that every priv- 
ilege that we enjoy has been obtained by battle of some kind. What are 
the dangers that coniront this Republic? Can a government founded 
upon manhood suffrage be maintained if the voters are not educated, 
and know nothing of the origin and early history of our government? 
Can it be maintained if in the system of education the youth receives no 
moral training? Will it live if men of education and property stand 
aloof, and by their silence and inaction allow ignorance and corruption 
to dominate? 

To quote Jeremy Taylor "I cannot but think as Aristotle (liber 6) did 
of Thales and Anaxagoras that they may be learned but not wise, or, 
wise but not prudent when they are ignorant of such things as are pro- 
fitable to them. For suppose they know the wonders of nature, and the 
subtleties of metaphysics and operations mathematical, yet they cannot 
be prudent to spend themselves wholly on unprofitable and ineffective 
contemplation." Are there not grave questions affecting the future of 
our Country requiring the active participation of Catholics and Patriots? 
Is there no menace and dang'er to our form of government in the concen- 
tration of population in the great cities of the Union? Are w T e not creat- 
ing the causes or do some of them already exist that produced the French 
Revolution? I am not a pessimist; I am willing to trust the common 
people who saved this Union in the dark days from 1861 to 1865. Corrup- 
tion has not vitiated the masses; it has to some extent poisoned our leg- 
islative bodies; we ought therefore as Catholics and Patriots to begin our 
reforms there; carefully scrutinize all expenditures of the public moneys; 
watch the actions of corporations, who by their very organizations are 
grasping and desirous of controlling municipal bodies and legislatures. 
We know that much of the discontent and unrest has arisen in our Coun- 
try since the advent of great corpora tibns. While the people have been 
benefited by cheap and rapid transit, and many articles have been made 
cheaper by the co-operation of capital; yet since the displacement of 
the individual employer, the individual laborer has been correspondingly 
depressed and degraded; under individual employers there was a personal 
sympathy with the employe; this has been lost under the corporation 
system. The man feels that he is looked upon as a mere piece of machin- 
ery, of no use except to earn dividends for stockholders, who live in 
cities, towns, and even countries far distant from his own, and in many 
instances endeavor to escape their fair share of taxation and place the 
burden on the working man. 

In the last thirty years have we not looked on in silence and indif- 
ference when corporations have succeeded in inducing legislatures 



102 vATHOLIC EDUCATION DAY. 

to grant them ^ower to increase their capital without adding- any value 
to their original plant; have we not permitted the creation of fietitiou? 
indebtedness, and upon these fictitious values the masses of the people 
have been called upon to pay interest in the increased cost of all the 
necessaries of life? Is there not cause for the present condition of our 
country deeper than the depression of silver, requiring" the thoughtful 
consideration of every patriot? Patriotic duty demands that we should 
visit all persons found guilty of dishonesty in public office with the 
severest penalties, and render them incapable of holding positions of 
public trust. Let the quality of our condemnation be not strained, but 
be visited on him that gives as well as on him that takes the bribe. 
Ours is the age of thought. We are living at the end of the nineteenth 
contury, when every appeal to the enlightened conscience of the people 
receives thoughtful consideration. I have yet to meet with an intelli- 
gent and thoughtful non-Catholic American citizen, who has read the 
Encyclical letter of Our Holy Father, Leo XIII. , on the Labor question, 
who has not expressed his unqualified approval of its spirit and senti- 
ments, and has not hesitated to say that a Catholic who followed the 
advice and teachings could not be anything but a patriot and a good 
American citizen. 

We observe, then, that the Catholic cause progressess and the world 
moves. As Catholics and patriots it is our duty to keep step with the 
march of the age. We must jealously guard our institutions and tbe 
principles of our government. Let us remember that the chief provis- 
ions of our constitution are absolute freedom of religion, the right of 
the citizen to keep and bear arms, compensation for private property 
taken for public uses, trial by jury according to the common law, and 
that all powers not delegated by the United States nor prohibited by tbe 
constitution to the States are reserved to the States respectively or to 
the people thereof. Catholicity and patriotism command us to maintain 
and uphold these principles. Catholicity, which declares that all men 
are equal in the sight of God, will not refuse to acknowledge that all 
citizens are equal in the eyes of the law. Let us not forget that self- 
government politically depends upon self-government personally. Law 
has not an atom of strength unless public opinion endorses it. We must 
do our share to arouse that proper public spirit necessary to insure the 
perpetuity of our institutions. '"I have an ambition," said Lord Chatham; 
"it is the ambition of delivering to my posterity those rights of freedom 
which I have inherited from my ancestors." Such an ambition should 
be ours. W T e can never pay the debt to the generations that have pre- 
ceded us. but the generations to come will hold us responsible for 1 he 
sacred trust delegated to our keeping. May the generations to come be 
able to say truthfully of us, as we now say of those who preceded us in 
their day and generation, they deserved well of their country and their 
God. 

The Rt. Rev. J. L Spalding, D. D. , Bishop of Peoria and 

President Catholic Educational Exhibit then addressed the audience 

as follows: 

It is not my intention to make an address. After the discourses 
which you have heard, anything I might sa3^ would be superfluous. 

T wish, however, as having had the privilege of taking an active part 
in bringing about the succes of the Catholic exhibit in the Columbian 
Exposition, to say, that, though its success is due, of course, to the pre- 
lates who first set the enterprise afoot and to the orders who so gladly 
availed themselves of the opportunity to bring' their work, as far as such 
a thing can be done, before the great American public, — I wish to say 
that its success, nevertheless, is due to Brother Maurelian more than to 
any other man. And it is for the purpose of saying this, more than for 



WORLD'S COLUMBIAN EXPOSITION 103 

any other reason, that I have presumed to present myself before this 
audience. 

I will say that I am persuaded that our Catholic educational system 
is great proof of the vitality of our religion here in the United States, 
more than anything else we have done or are doing-. The sacrifices we 
make, and the success with which we meet, in giving to nearly a million 
of Catholic children, an education which is at once intellectual, moral, 
physical, and religious, proves the living force of our faith. We do that 
at the sacrifice of money; we do it because the people — the multitude 
of Catholics are in sympathy with us. 

It is the fashion to talk as though bishops and priests exercised an 
almost omnipotence over the people. I tell you where a mighty achieve- 
ment, such as the Catholic educational system of the United States, 
exists, it does not exist through the power of the priesthood alone; it 
exists because the great heart of the people beats God-ward. 
The people stand back of us. The hundreds of thousands of young 
women, who go forth from happy homes, turning away from worldly 
love and domestic bliss, go, believing that it i3 a God-like t hing to 
rear children for Heaven, even as it is a holy thing to bring them forth 
to be citizens and patriots here on earth. 

This system of ours is an opportunity of our religious life. What 
does ' k America" mean? It means boundless opportunities. That is the 
only meaning I have for America. If it be better than any other land , it 
is because here is a fuller opportunity to bring forth whatever makes 
man God-like — what makes him intelligent, moral, religious, praying, 
true, loving, beautiful and fair — opportunity. That is America. 

Freedom is but an opportunity to make one's self a man or a woma.a. 
Wealth is but opportunity for larger life. Physical strength is but op- 
portunity to to bring out the spirit of man. which is like God. 

Here (holding in right hand a cablegram) the wires have flashed 
across the ocean the glad tidings that Home Rule has passed. 

What, in the name of God, is Home Rule but opportunity for Ire- 
land and Irishmen to come out before the world and free themselves? 

But I am not going to make a speech. 

I wish to have the privilege of introd vicing to this audience Mrs. 
Isabella Beecher Hooker, who is to greet you in the name of the Lady 
Managers of the World's Fair. 

MRS. ISABELLA HOOKER'S ADDRESS. 

Holy fathers — beloved sisters — of the Holy Mother Church : I greet 
you first in my own name, because I come of a family that believes in 
freedom — in the right of speech, in the right of thought, and in that deep 
love for religion and morality for which this mother church is 'found 
throughout the centuries. If our Board of Lady Managers were 
in session I am sure they would have, in a body, officially, welcomed you 
to the gates of this beautiful White City. 

Mrs. Hooker concluded her remarks with the following lines: 

" I think when I read that sweet story of old, 
How Jesus came among men ; 
How he took little children as lambs to his fold, 
I wish I had been with Him then. • 
" I wish that His hands had been placed on my head ; 

That His arms had been thi-own around me; , 

That I might have seen His kind looks when He said: 

'Let the little ones come unto Me.' j 

" But still to His footstool in prayer I may go, 
And ask for a share of His love; 
For if T thus earnestly seek Him below, 
I shall see Him and hear Him above. 



104 CA THOLIC ED UCA TION DA Y. 

11 In that beautiful place He has gone to prepare 
For all who are washed and forgiven, 
And many dear children are gathering there, 
For of such is the kingdom of Heaven. 11 

All then rose and sang the Te Deum (Holy God, We Praise 
Thy Name), to an organ accompaniment by Mr. Harrison Wilde, 
after which the audience adjourned to visit the Catholic Educa- 
tional Exhibit in the southeast gallery of the Manufactures and Liberal 
Arts Building. 

On the stage were the following prelates, clerg} r and persons : 

Mt, Rev. P. A. Feehan, Chicago. Rev. Bro. Emery, F. S. C, Assistant 

Mt. Rev. P. J. Ryan, Philadelphia. Provincial Christian Brothers. 
Mt. Rev. J. J. Hennessy, Dubuque. Rev. Bro. Felix, F. S. C. ,Vice-Presi- 
Mt. Rev. F. J. Katzer, Milwaukee. dent Christian Brothers' College, 
Rt. Rev. J. Lancaster Spalding - . St. Louis, Mo. 

Bishop of Peoria and President Rev. P. J. Muldoon, Chancellor of 

Catholic Educational Exhibit. the archdiocese of Chicago. 

Rt. Rev. M. J. Burke, St. Joseph, Mo. Ex-Gov. Hoyt, of the Bureau of 
Rt. Rev. J. Janssens, Belleville, 111. Awards. 

Rt. Rev. Silas Chatard, Vincennes. Dr. S. H. Peabody, chief of Liberal 
Rt. Rev. Thos. Heslin, Natchez. Miss. Arts. 

Rt. Rev. C. B. Maes, Covington, Ky. Hon. Morgan J. O'Brien, New York. 
Rev. Canon Bruchesi, Commissioner Hon. Thomas Gargan, Boston. 

for the Province of Quebec, Cath- Hon. Jno. Hyde, Chicago. 

olic Educational Exhibit. Prof. J. E. Edwards, Notre Dame 

Rev. Father McGuire, Chicago, rector University. 

St. James' school. John D. Crimmins. New York. 

Rev. Brother Maurelian. F. S. C, Sec- Rev. Andrew Morrissy, Pres. Notre 

retary and Manager Catholic Edu- Dame University, Notre Dame, Ind. 

cational Exhibit. Gen. John Eaton. 

Rev. Bro. Paulian, F. S. C, president Mrs. Isabella Beecher Hooker and 

Christian Brothers' College, St. Mrs. Mulligan, of the Board of 

Louis, Mo. Lady Managers. 

A very large number of the Reverend Clergy, Brothers of Teach- 
ing Orders, and about 900 members of the various sisterhoods were 
in the Auditorium. 

An effort was made to secure the names of all of the Reverend 

clergy present. The following names were obtained: 

Rev. F. X. Antill,C. M., Chicago, 111. Rev. P. J. McDonney. 

Rev. B. Baldi, O. S., Chicago, 111. Rev. C. A. McEvoy, O. S. B. 

Bro. Baldwin, F. S. C, Chicago, 111. Rev. S. P. McDowell, Chicago, 111. 

Rev. J. A. Balthasard, Quebec, Can. Rev. Thos. McLaughlin, Whitehall, 

Rev. F. J. Barry. N. Y. 

Rev. M. E. Begley, Boston. Mass. Rev. P. A. McLaughlin, Chicago, 111. 

Rev. Alphonsus Bergeur, O. S. ,F. Rev. Thos. McMillan, New Yor" 

Quincy, 111. N. Y. 

Rev. A. L. Bergeron, Chicago. 111. Rev. D. J. McNamee. Aurora, 111. 

Rev. Alfred Ik'langer, C. S. V. Rev. C. Mahe, Lake Providence, La. 

Chicago, 111. Rev. Bede, Maler, O. S. B., St, Mein- 
Bro. Bernard Leimkuhler, Dayton, rad's Abbey, Ind. 

(). Rev. Thos. F. Mangan, Joliet, 111. 

Rev. Mariames Beyerle, O. S. B. Bro. Max. Chicago, 111. 

Decatur, Ala. Rev. INI. Meagher. 



WORLD'S COLUMBIAN EXPOSITION. 



105 



Rev. P. L. Biermann, Chicago, 111. 

Rev, B. Biermann, Newport, Ky. 

Rev. Francis Bobal, Chicago, 111. 

Rev. G. Boll, Crete, Neb. 

Rev. J. B. Bourassa, Pullman, 111. 

Rev. J. A. M. Brosseau, Montreal, 
Can. 

Rev. P. R. Bulfin, Chicago, 111. 

Rev. P. F. Burke, Philadelphia, Pa. 

Rev. Edm. Byrnes. 

Bro. Calixtus, F. S. C. 

Rev. T. F. Galligan, Chicago, 111. 

Rev. Louis A. Campbell, Austin, 111. 

Rev. J. J. Carroll, Chicago, 111. 

Rev. J. P. Carroll, Dubuque, la. 

Rev. J. J. Cassidy, Brooklyn, la. 

Rev. J. F. Clancy, Woodstock, 111. 

Rev. P. A. Clancy. 

Rev. N. Chartieu, Canada. 

Rev. J. Chundelak, Omaha, Neb. 

Rev. P. P. Cooney; C. S. C. Notre 
Dame. Ind. 

Rev. M. J. Corbett, S. J., Chicago. 

Rev. R. Coyle, Jamestown, N. Y. 

Rev. M. T. Crane. Avoca, Pa. 

Rev. H. Crevier, O. S., Chicago, 111. 

Rev. John H. Crowe, 

Rev. Delisle, Quebec. 

Rev. Dr. DeParadis. Coal City, 111. 

Rev. J. J. Denison, Chicago, 111. 

Rev. Jno. Dogherty, Norfolk, Va. 

Bro. Domuan, F, S. C. 

Rev. M. J. Dorney, Chicago, 111. 

Rev. N . Dreher, Chicago, 111. 

Rev. Thos. Drum, A. D.M., Mullinga, 
Ireland. 

Rev. E. J. Dunn, Chicago, 111. 

Rev. J. F. Durin, W. De Pere, Wis. 

Rev. C. J. Eckert, Chester, 111. 

Bro. Edward, F. S. C. 

Rev. Jno. Egan, Belwood, 111, 

Bro. Fidelian, F. S. C, Chicago, 111. 

Rt. Rev. Mgr. Fetu. Quebec, Can. 

Rev. Jno. S. Finn. Chicago. 111. 

Rev. Bro. Fink, Chicago, 111. 

Rev. P. Fischer, Chicago. 111. 

Rev. C. P. Foster. Joliet, 111. 

Rev. J. E. Foucher, C. S. V. Quebec, 
Can. 

Rev. Cyrille Fournier, C. S. V. 

Rev. T. J. A. Freeman, S. J.. New 
York. 

Rev. J. Friolo. 

Rev. Jas. A. Gallagher, Clinton, la. 

Rev. J. B. Galvin, Boston, Mass. 

Rev. G. C. Gamache, Detroit, Mich. 

Rev. J. Gernest, Southbridge. 

Rev. Geo. Geigler, D. D. West Bur- 
lington, Iowa. 

Rev. Jos. Glenon, Hyde Park. 



Rev. Bro. Geo Meyer, S. M., Dayton, 

O. 
Rev. Jos. Molitor, Chicago, 111. 
Rev. N. J. Mooney, Chicago, 111. 
Rev. P. C. Moormann. Chicago, 111. 
Rev. E. M. Nattini, Council Bluffs, 

la. 
Rev. Maximilian Neumann, O. S. F.. 

Chicago, 111. 
Rev. P. Prokop Neuzil, O. S. B. 
Rev. M. Nevin. 

Louis E. Newell, S. J., Chicago, 111. 
Rev. Pius Niermann, O. S. F., Chi- 
cago, 111. 
Rev. P. Nolte, O. S. F., Chicago, 111. 
Rev. J. Van den Noort, Putnam, 

Conn. 
Rev. A. Numicki, South Chicago, 111. 
Rev. M. J. O'Dwyer. 
Rev. T. F. O'Gara, Wilmington. 
Rev. Thos. O'Neil, S. J. 
Rev. A. O'Neill, S. J., Chicago, 111. 
Rev. Jos. H. O'Niell, Philadelphia, 

Pa. 
Rev. Denis T. O'Sullivan, Woodstock, 

Md. 
Rev. M. O'Sullivan, Chicago, 111. 
Rev. W. J. Peil, Manitowoc, Wis. 
Rev. H. Picherit, Vicksburg, Miss. 
Bro. Pius, F. S. C, Chicago, 111. 
Rev. F. S. Plante, Minneapolis, 

Minn. 
Rev. V. E. Richmond. 
Rev. M. J. Regan, C. S. C. 
Rev. P. H. Riley, Cambridgeport, 

Mass. 
Rev. D. J. Riordan, Chicago, 111. 
Rev. E. V. Rivard, C. S. S., Bourban 

nais, 111., 
Rev. Ant. Rossbach, Cassville, Wis. 
Rev. A. Rousseau. 
Rev. Jos. Ruesing, West Point, Neb. 
Rev. F. J. Saxer. Chicago, 111. 
Rev. J. M. Schafer, Chicago, 111. 
Rev, A. P. H. Schacken, Patterson, 

N. J. 
Bro. Bernard Schub, Chicago, 111. 
Rev. Beaj. Schmittdiel, Monroe, 

Mich. 
Rev. Thos. Scully, Boston, Mass. 
Rev. Jos. Selinger, D. D. 
Rev. Jas. Sheil. 

Rev. T. E. Shields, St. Paul, Minn. 
Rev. A. Snigurski, Chicago, 111. 
Rev. J. R. Slatterly. Baltimore. Md. 
Rev. E. M. Smith. Chicago, 111. 
Rev. Anthony B.Stuber, Cleveland, O. 
Rev. J. J. Sullivan, California. 
Rev. A. J. Thiele. 
Rev. D. A. Tighe, Chicago. 



106 CA THOLI C ED UCA TION DA Y. 

Rev. J. J. Gormully, Renovo. Pa. Rev. M. Tatu, Quebec, Can. 

Rev. F. E. Hannigan, New York. Rev. August Tolton, Chicago, 111. 

Rev. J. A. Hamel. Rev. B. Torka, O. S. F., Harbor 

Rev. Wm. Hein, O. S. B. Chicag-o, 111. Springs, Mich. 

Bro. Geo. Heintz. Rev. F. J. Van Antwerp, Detroit, 

Rev. G. D. Heldmann, Chicago, 111. Mich. 

Bro. Henry, S. M. Chicag-o, 111. Rev. H. G. Van Pelt., Chicago, 111. 

Rev. W. S. Hennessy, Chicago, 111. Rev. E. J,Vattermann, Ft. Sheridan. 

Rev. N. J. Hitchcock, Chicago, 111. 111., (U. S. Army). 

Rev. M. J. Hoban, Scranton, Pa. Rev. Dominie Wagner, St. Joseph, 

Rev. J. E. Hogan, Harvard, 111. Mo. 

Rev. P. N. Jaegar O. S. B. Rev. John A. Waldron, Dayton, O. 

Rev. Alex. Jacovits, Greek Priest, Rev. J. T. Walsh, Stanford, Conn. 

Streator, 111. Bro. Mart. Werheburg, Chicago, 111. 

Bro. John, S. M. Bro. Willebrord, O. S. B.. Muscogee, 

Bro Joseph, P. S. C. Ind. Ty. 

Bro. Julius, F. S. C. Rev. J. H. O'Neil, Philadelphia. 

Bro. Justinian, Chicago, 111. Rev. J. B. Galvin, Boston. 

Bro. Albert Kaiser, Chicago, 111. Rev. J. Chundelak, Omaha, Neb. 

Bro. John Kautz. Rev. J. P. Carroll, Dubuque, la. . 

Rev. H. B. Kelley, Marengo, 111. Rev. J. A. Balshsard, Quebec, Can. 

Rev. Chas. S. Kemper, Nat'l Military Rev. J. E, Foucher, Quebec, Can. 

Home, Ohio. Rev. V. Chartier, Quebec, Can. 

Rev. John F. Kemper. Adair, la. Rev. John T. Walsh, Stamford, 

Rev. W\ Kockuik, O. S B. Chicago, Conn. 

111. Rev. D. F. Dunn. Depere, Wis. 

Bro. Chas. Koetzner, Chicago, 111. Bro. Abban, F. S. C. 
Bro. Jos. A Kress, Chicago, 111. Bro. Adjutor, F. S. C, Chicago. 

Rev. A. La Chance. Bro. Adjutor, F. S. C, New York. 

Rev. D. I. Lanslot, O. S. B. Paw- Bro. Ambrose, F. S. C, Chicago. 

huska, O. T. Bro. Andrew, F. S, C, Chicago. 

Rev. D. J. Larkin, Dayton, Tenn, Bro. August, Chicago. 
Bro. Jos. Lattner, Chicago, 111. Bro. Quintinian, New York. 

Rev. Bro. Leo, F. S. C, Feehanville, Rev. J. McCarthy. 

111. Rev. Canon McCarthy, Ottawa, Can. 

Rev. J. S. La Sage, Brighton Park, Rev. C. McCarthv. Cahvicireen. Ire- 
Ill, land. 
Rev. M. J. Lochemes, St. Francis, Rev. R. F. Sylvester, O. S. F., Super- 

Wis. ior, Wis. 

The train conveying His Eminence Cardinal Gibbons, Bishop 
Phelan, of 'Pittsburgh, and other distinguished prelates, arrived too 
late to enable them to attend the exercises, very much to their regret. 

Very many letters were received, explaining that previous 
engagements would prevent their arriving in Chicago in time for the 
exercises, and expressing regret at being unable to attend. Among 
those whose letters are on file are the following: 

Mt. Rev. P. W. Riordan, D.D., arch- Rt. Rev. John Phelan, D.D.. bishop 
bishop of San Francisco. of Pittsburg-. 

Mt. Rev. J. B. Saltpointe, D.D., Rt. Rev. Stephen Vincent Ryan, 
archbishop of Santa Fe, N. M. CM., D.D.. bishop of Buffalo. 

Rt. Rev. Henry .Joseph Richter, Rt. Rev. J. O'Sullivan, D.D.. bishop 
D.D., bishop of Grand Rapids. of Mobile. 

Rt. Rev. Wm. Geo. McCloskey, D.D., Rt. Rev. James Augustine Healy, 
bishop of Louisville. D.D., bishop of Portland. 

Rt. Rev. Denis M. Bradley, D.D., Rt. Rev. Ignatius Frederick Hoist- 
bishop of Manchester. man, D.D., bishop of Cleveland. 



WORLD'S COLUMBIAN EXPOSITION. 107 

Mt. Rev. John Joseph Williams, Rt. Rev. Thos. D. Beaven, D.D., 

D.D., archbishop of Boston. bishop of Springfield. 

Mt. Rev. Francis Janssens, D.D , From Canada: 

archbishop of New Orleans. Cardinal Tachereau, archbishop of 

Rt. Rev. John J. Kain, D.D., coad- Quebec. 

jutor archbishop of St. Louis. Mt. Rev. L. M. Begin, archishop^of 

Mt. Rev. Michael A. Corrigan, D.D., Cyrene. 

archbishop of New York. Mt. Rev. C. E. Fabre, archbishop of 

Rt. Rev. Henry Cosgrove, D.D., Montreal. 

bishop of Davenport. Mt. Rev. J. T. Duhamel, archbishop 

Rt. Rev. Theophile Meerschaer, f Ottawa. 

D.D., vicar apostolic of Indian Ty. Rt. Rev. L. C. Morean, bishop of 
Rt. Rev. Henry Gabriel, D.D. , bishop Hyacinthe. 

of Ogdensburg, N. Y. Rt. Rev. Max Decelle, bishop of 

Rt. Rev. Joseph Rademacher, D.D., Druzipora. 

bishop of Nashville. Rt. Rev. A. A. Bioris, bishop of St. 

Rt. Rev. M. F. Burke, D.D., bishop Germain de Rimouski. 

of St. Joseph. Rt. Rev. L. F. Laflache. bishop of 

Rt. Rev. Richard Scannell, D.D., Three Rivers. 

bishop of Omaha. Hon. L. P. Petterer, secy. Province 

Rt. Rev. James Ryan, D.D., bishop of Quebec. 

of Alton. Mgr. E. U. Archambault, Montreal. 

Bro. Justin, New York. Abbe Roulian, Quebec. 

Vicar-General F. Bourgeault, Montreal, and other Rev. Clergy sent 
letters of regret, that they were unable to attend and of expressed as- 
surance of full sympathy with the great cause of Catholic education. 

Many prelates and clergy called at the Catholic Educational Exhibit 
and expressed regret that they had not been able to attend. 

PRESS NOTICES. 



Education Day and the Congress. 

The New World this week devotes a large amount of its space to 
reports of the two great Catholic events of this and last week,. Catholic 
Education day and the Catholic Columbian Congress. We regret that 
we cannot devote more space to them than is at our disposal. Catholic 
Education Day was celebrated on last Saturday, and the Catholic 
Congress opened on Monday of this week. There has already been one 
Catholic Congress in the United States — the present one is the second. 
But Catholic Education Day was never before celebrated in the United 
States — nor in any other country. It would be impossible this year but 
for the existence of the Catholic Educa^onal Exhibit, and this exhibit 
would be impossible but for the World's lair. No one can tell when a 
World's Fair will again be held in the United States, but Catholic 
Congresses may be held as often as our Catholic people determine to 
have them. 

This will explain the priority and preference we give to the report 
of Catholic Education Day in this issue of The New World. But 
another and stronger reason justified us, which is this: Catholic Educa- 
tion Day was the celebration of the success — may we not say triumph? — 
of Catholic education in the United States. It was the celebration of 
the triumph of our Catholic schools, and by our Catholic schools we 
mean every one of our Catholic educational institutions, from the 
kindergarten to the university. It is by our Catholic schools, Catholic 
congre-ses are made possible. Without our Catholic schools there could 
not be a Catholic congress in the United States. Our people would be 
so uneducated, so ignorant, that they could not conceive of a Catholic 
congress, or they would be so indifferent to the needs of the Church in 
our country, so de-Catholicized, let us say, that they would never think 
of holding a Catholic congress. 



108 CATHOLIC EDUCATION DAY. 

The Catholic Congress that is now in session in Chicago is the result, 
the consequence, the fruit of Catholic education. The men who conceived 
it and the men who are now directing- it, as well as those who compose it, 
are men who, all of them are imbued with the spirit of Catholic education; 
and many, if not most of them, received in Catholic parochial schools, 
colleges and universities the talents, the abilities and the spiritual force 
which they display in this great Catholic Congress. 

We devote to reports of the Catholic Congress as much space as pos- 
sible this week, and we hope to devote to it much more next week. But 
we make the statement candidly, that, notwithstanding its great impor- 
tance, we would exclude every line of it from our columns this week, 
were it necessary to do so in order to make room for the report of Catholic 
Education Day . The proceedings of last Saturday within the grounds 
of the World's Columbian Exposition, in the presence of more than eight 
thousand of the Catholic elite of the United States, was the g'reatest, the 
most imposing and impressive manifestation of the love Of American 
Catholics for education that this country has ever seen. And besides 
this, it was a declaration, in the presence and hearing of our non-Catholic 
fellow-citizens, that the Catholics of the United States demand Christian 
education, and that, regardless of cost to them, they will have no other 
education, except when forced by circumstances of direct necessity. 

What stores of strength and spirits the teachers of our Catholic 
schools took home with them from Festival Hall last Saturday cannot be 
measured, even by themselves. How the hearts of the pastors must have 
been cheered, and how their determination to do more and more for the 
Christian education of our children must have been strengthened by the 
glorious manifestation they witnessed of the determination of the Cath- 
olic laity of the United States to be loyal to the principle of religion in 
education! — Editorial New World, Chicago. 



An Authoritative Expression. 



The Parliament of Religions was prefaced yesterday with Catholic 
Education Day. The hierarchy of the Roman Catholic Church presided 
in Festival Hall over an imposing scene, the audience comprising larg<e 
numbers of the teaching communities, men and women, of that church, 
assembled in public and in common with the laity for, undoubtedly, the 
first time in the long history of the creed to which they belong. The 
speakers were Archbishop Feehan. of Chicago; Archbishop Hennessy, 
of Dubuque; Archbishop Ryan, of Philadelphia; Bishop Spalding, of 
Peoria, and two eminent laymen, Morgan J. O'Brien, of the Supreme 
Court of New York, and a gallant soldier and polished advocate of Bos- 
ton, Thomas J. Gargan. 

It will not be contended that the concurrent speech of these hierarchs 
and laymen is lacking in any note to make it absolutely authoritative 
on the attitude of their Church on any questions in which Americans or 
the times are concerned. It was inevitable that the occasion should 
voice the determination of the hierarchy on the school question: and, 
judging by the enthusiasm and applause of the audience, the laitj 7 are 
in indivisible accord with their leaders. There was but one strain 
directed toward the public schools of the country — one of kindness; and 
only one concerning the parochial schools of the Catholic communion — 
that of invincible resolution to maintain them in their present complete 
detachment. 

There was frank affirmance of indefinite content to pay the double 
taxation now borne: but by neither reserve nor intimation was it indi- 



WORLD' S COL UMBIAN EXPOSITION. 109 

cated that any portion of State money would ever be sought to help 
perpetuate the separate school system. All the speeches and the music 
were rife with ardent devotion to American institutions. 

The oratory, as might have been expected, was characterized by 
breadth of learning and embellished with the graces of culture. 

— Editorial Chicago Herald, September 3, 1893. 



At the conclusion of the formal ceremony an invitation will be 
extended to all present to go to the exhibit in the Manufactures Bulding. 
It is located in the east gallery and takes up half of the entire sec- 
tion on the west side of the great floor. Here Brother 
Maruelian and a committee appointed for the purpose will 
receive the visitors and take them through the display, 
explaining the various methods of instruction and school work exhibited. 
The specimens of work done by the children to be seen in this department 
are worthy of particular notice. If the visitors manage to get through 
the exhibit in the half day that is left them after the ceremony they will 
have done better than any one has yet been able to do and they will 
secure a fund of information that will give them food for thought for a 
long time to come. Plans are being made for the entertainment of the 
educators and churchmen on the grounds in the evening, and it is prob- 
able many of them will remain for the night attractions on the grounds. 
— Chicago Evening Post, Sept. 1, 1893. 

No more notable gathering of the priesthood ever faced a speaker 
than that which Archbishop Feehan saw when he arose to greet the 
audience at nine o'clock. Festival Hall was crowded with Catholic 
clergy and laymen, and in the center were several hundred sweet-faced 
sisters of charity. — Chicago Herald. 

Speaking of Bishop Spalding's remarks the Chicago Herald writes: 
As the Bishop thundered forth these impassioned sentences the mighty 
audience rose to its feet and cheered to the echo. The speaker checked 
himself as the demonstration began, and when the applause died away 
he declared that he had not intended to make a speech, and abruptly 
retired to his seat. The remarks and the demonstration they elicited 
were a fitting climax to a memorable day. 

Archbishop Corrigan in referring to the Catholic Educational Exhibit 
said: What do we find in that educational exhibit? I trust you have all 
made a special business to examine the magnificent display .of our 
schools and academies in the World's Fair. That exhibit speaks volumes 
of itself for the self-sacrifice and enthusiastic devotion of the teachers 
of our Catholic faith, of our sisters, of our brothers, who have toiled 
day after day to accomplish such results, and all this without State aid, 
in the midst of many difficulties, sowing in tears that they might reap 
in joy. The results speak for themselves. [Cheers.] St. John, in one 
of his homilies, said: "Great, indeed, is the power of the painter, 
wonderful the profession of the sculptor, of those who make the picture 
canvas breathe, and the marble instilled with the glow of life: and yet 
nobler far is he who, from unformed materials, fashions and models the 
soul to lineaments of virtue." And this is what is being done all our 
country over by our teachers. [Applause.] — Chicago Herald. 

The Catholic Educational Exhibit in the Liberal Arts Building is 
very extensive. The drawing from casts and the plaster bas-relief 
work in many of the booths are- excellent. The example of illuminated 
text work shown in the California section, the work of the pupils and 
teachers of the Convent of the Sacred Heart, is exquisite, and excels 
any work of the same character exhibited in the Columbian Exposition. 
The system of map drawing continues to be taught in all Catholic 
schools; the specimens displayed are well drawn and colored with 



110 CATHOLIC EDUCATION DAY. 

pretty effect. The profile maps, the work of young- children, are most 
inceresting. The lingerie from the various convents is undoubtedly the 
best at the Fair. — Art Critic in Chicago Herald. 

Catholic Education Day. 

The committee charged with the arrangements of Catholic Educa- 
tion Day, in connection with the Columbian Exposition, which is fixed 
for September 2, could hardly have chosen two more qualified speakers 
for the subjects they are to present, than Abp. Ryan, who is to speak on 
"The Vocation of the Christian Educator," and Abp. Hennessy, whose 
theme is "The Catholic View of Education." 

Both of these distinguished divines have a national, aye, more than 
a national reputation for eloquence; and what is more to the purpose, 
both have proven themselves staunch friends of Catholic education and 
parochial schools. The pages of the current American Catholic Quarterly 
bear testimony, in addition to the many previous similar evidences he 
has given of the high regard in which the Philadelphia prelate holds the 
Catholic school and the Catholic teacher; and what better proof of Arch- 
bishop Hennessy's qualifications to present the Catholic view of educa- 
tion can be asked than is contained in the simple fact that since he 
assumed charge of the Dubuque diocese its parochial schools have 
increased in number from two to one hundred! 

The committee in charge of this Catholic Education Day have also 
done well in providing for addresses which shall show how the Catholic 
idea of education has benefitted and is still benefitting this country, by 
imparting to so large an element of the rising generation moral as well 
as intellectual instruction, and by imbuing them with a patriotic love of 
their land and its noble institutions. Such addresses cannot fail to 
remove many of the prejudices with which a certain class of non-Catho- 
lics regard the parochial schools, and to effectively silence the slander- 
ous statements sedulously circulated about those institutions by the A. 
V. A. calumniators. — Catholic Columbian, Sept. 2, '93. 



FINAL REPORT CATHOLIC EDUCATIONAL EXHIBIT. Ill 

APPRECIATION OF EXHIBITS. 

The kind words of appreciation received from the World's Fair Officials, Ed- 
ucators, Foreign Commissioners, the Press and Visitors, is a source of gratification 
and of encouragement to the Projectors, Managers, Patrons and Pupils of all our 
Catholic schools. 



Letter from Director-General Geo. R. Davis, Commissioner. 

WORLD'S COLUMBIAN EXPOSITION. 

Office of the 
DIRECTOR-GENERAL OF THE EXPOSITION. 

504 Rand-McNally Building. 

Chicago, III., U. S. A., April 17, 1894. 
Brother Maurelian, 

Secretary and Manager Catholic Educational Exhibit, 

World's Columbian Exposition. 
Dear Sir: 

I have the honor of acknowledging the receipt of a copy of the catalogue of 
the Catholic Educational Exhibit, which you were kind enough to send me, and beg 
leave to compliment you on the complete and attractive form in which it has 
been issued. 

I embrace this occasion to also express my appreciation of your most satis- 
factory management of the affairs of the Catholic Educational Exhibit in its deal- 
ings with the Exposition. Considering the extent of interests involved, it has been 
conducted with noteworthy smoothness and order — thanks to your own excellent 
judgment and executive ability, and the wisdom and experience of the distinguished 
. Catholics throughout the world, who lent their powerful influence and aid. 

Occupying about one-sixth of the entire space set apart for educational pur- 
poses, in the department of Liberal Arts, and embracing subjects in range from the 
kindergarten to the university, the exhibit constituted a complete representation of 
the Catholic educational institutions of the country, and also contained much that 
was interesting from abroad. It has been seen by hundreds of thousands of visi- 
tors from abroad, and may be regarded as one of the marked successes of the expo- 
sition. 

The efforts put forth to secure this result were in the highest degree gratifying 
to the management. Indeed, the flattering interest evinced toward the entire expo- 
sition by His Holiness in Rome, has been the cause for great congratulation, and the 
favorable disposition of the Vatican, manifested in various ways, has been regarded 
as an important factor in furthering our own efforts and contributing to the general 
success of the undertaking. 

Wishing you a long life of continued usefulness and successful achievement, 
I have the honor to remain, with great respect, Yours very truly, 

Geo. R. Davis. Director-General. 



112 FINAL REPORT CATHOLIC EDUCATIONAL EXHIBIT. , 

The following is an extract from a letter of Dr. Selim H. Peabody. Chief De- 
partment of Liberal Arts: 

" I desire to say, that the Catholic Educational Exhibit at the Exposition of 
1893, has been very elaborate and complete. It has shown, I think, as well as could 
be shown, the state of Catholic education in the United States. It has attracted 
great attention and will, doubtless, be the occasion of much comment and discus- 
sion between those who represent the Catholic and non-sectarian sides of the great 
educational question. The zeal, skill and energy of those who conducted the work, 
including Brother Maurelian, Brother Justin, of the Christian Brothers, and Father 
Muldoon, of the Archdiocese of Chicago, are particularly to be commended."' 



Letter from Hon. Wm. T. Harris, Commissioner. 

Department of the Interior, — Bureau op Education. } 
Washington, D. C, March 16, 1894. ) 
Rev. Brother Maurelian, 

Secretary and Manager of the Catholic Educational Exhibit, 
at the Columbian Exposition. 
Dear Sir: 

Permit me to congratulate you on the success that has crowned your efforts 
to organize an exhibit of the Catholic schools. You succeeded, first, in securing a 
liberal amount of space, next, in arousing the enthusiasm of teachers and pupils; 
and finally, in selecting and arranging the material in such a manner as to produce 
an imposing effect on all who inspected it. In so doing you contributed materially 
to increase the interest in the whole exposition, and especially in that part of it 
that contained the work of the people's schools, public and private. 

A generous spirit of rivalry between different classes of schools, conduces to 
the adoption of better methods. Each school, or system of schools, should perfect 
its own management by borrowing whatever good features it finds in the experience 
of other schools and systems. 

I am sure that your exhibit was instructive in this respect to all thoughtf u 
teachers and school directors who had the good fortune to study it. I am, 

Very sincerely yours, 

W. T. Harris. 



Compliments from the Belgian Commissioner. 

The Commissioner from Belgium, after a careful examination of the Catholic 
Educational Exhibit, expressed himself in these words: 

" I have visited every International Exposition, including the one in London 



FINAL REPORT CATHOLIC EDUCATIONAL EXHIBIT. 113 

in 1851, and I assure you there never was a collective educational exhibit that in 
magnitude, in merit, and in completeness ever pretended to approach the Catholic 
Educational Exhibit of the World's Columbian Exposition at Chicago. I can well 
understand how it is that the religious teaching orders of priests, brothers and sis- 
ters can achieve such remarkable success. It is their vocation to educate youth 
in a thoroughly Christian manner. The moral influence which they wield in such 
an extraordinary degree over youth is no doubt the result of their union with God 
in prayer, the sacraments and their constant aim to perfect themselves in the moral 
and religious virtues. 

" To educate youth being their chief aim, they make a thorough study of all 
that is to be taught. They seek the very best methods and make it a constant study 
how to apply them for the benefit of their pupils. This exhibit no doubt surprises 
the world, but understanding the subject as I do, it is no surprise to me. Secula r 
educators are often at a disadvantage when side by side with religious teachers- 
They must seek the means of a livelihood and how to accumulate a degree of wealth 
for old age and for their families; if they have the care of a family their domestic du- 
ties must necessarily divide their attention, and for this reason they cannot, like 
religious give undivided attention to the thorough education of youth." 



A Delegate from France. 

Mr. Buisson, who was commissioned by the French government to report on 
educational exhibits at the World's Columbian Exposition, said, that he per- 
ceived many displays that he had never previously seen in any educational exhibit. 
He noticed with marked surprise the artistic and fancy work from the convent 
schools, and expressed regret that his limited time did not permit him to study in 
detail these remarkable exhibits. In examining the Antependium, an exquisite piece 
of needlework from O'Pallon, Mo., he said it reminded him of the most beautiful 
work he had ever seen at Toledo, in Spain. He was anxious to secure specimens 
from the exhibit for his department in Paris. Speaking of the exhibits of the Broth- 
ers' Schools of France and Spain, he said: "I know the work of the Brothers' 
Schools well; it is admirable to see their success in producing such superior work. 
The set of plaster and wood models are, I believe, even more complete than those 
used by the French government in their schools." 



VISITORS. 



There were forty-two acres of floor space in the Manufactures and Liberal 
Arts building, of which thirty were on the ground floor and twelve in the gallery. 

In spite of its extent, visitors readily discovered the location of the Catholic 
Educational Exhibit. Its reputation attracted vast crowds. 



114 FINAL REPORT CATHOLIC EDUCATIONAL EXHIBIT. 

Archbishops, Bishops and the Clergy came in force to examine the merits of 
the various exhibits, and to see how their own schools compared with others 
Priests, Brothers, Nuns, public and private school teachers, were on hand from day 
to day with note-books, studying methods and their results in the exhibits. 

There was but one sentiment among prelates, clergy and teachers, and that 
was one of thorough conviction of the superior efficiency of our Catholic institutions, 
due to efficient teachers, good methods and devotion to duty. It was a feeling of 
pleasure that the sacrifices made in behalf of Catholic education had borne such de- 
sirable fruit, and a determination to continue with even more zeal in future to in- 
crease the efficiency of all grades of Catholic schools. 

Monsignor Satolli, the Apostolic Delegate, visited the exhibit three times. 
He was kind enough to leave his appreciation in writing, as follows: 

" I admire the evidences of good methods of teaching in so many branches of 
instruction; but most particularly do I admire the perfection of all the work exhib- 
ited. I regard the Catholic Educational Exhibit as the glory of the church and all 
Catholic institutions. The whole American country will appreciate it.'* 

Cloistered nuns obtained dispensation to leave their enclosure to study the 
important display of school and art work at the Fair. None spoke more flatteringly 
of the work than men and women who had grown gray in the cause of education, 
either in public or private schools. They recognized the excellence of the work, and 
readily gave it the praise it deserved. 



THE PRESS. 



The Catholic Educational Exhibit is greatly indebted to the press of the 
United States. Several magazines, the Catholic weeklies and many of the 
metropolitan dailies throughout the United States have been very liberal in publish- 
ing information concerning the preparation and installation of exhibits, as also in 

reviewing the exhibits on their merits. 

" The Catholic World" of November, 1893, has a comprehensive review (with 

19 illustrations), by John J. O'Shea. 

J. B. Campbell's " Prize History of the Exposition " has a brief sketch, with 
five illustrations. 

Bancroft's " Book of the Fair," in parts Nos. 6 and 7, has an illustrated review 
of the Catholic Educational Exhibits. 

" The New World," in its issues throughout the entire period of the World's 
Fair favored its readers with extended notices of the various exhibits . 

The cause of Catholic education is greatly indebted to " Carola Milanis " for a 
review in detail of all the Catholic Educational Exhibits, which appeared in the 
Chicago "New World" between the months of May and December, 1893. 



FINAL REPORT CATHOLIC EDUCATIONAL EXHIBIT. 115 

The Catholic weeklies of all our large cities placed before their readers news 
of interest whenever obtainable and enrolled the Catholic Educational Exhibit on 
their complimentary list, for which the Secretary and Manager returns sincere 
thanks. 

Press Notices. 

" The exhibit of the Roman Catholic educational institutions is one of the 
most striking and interesting to be seen at the Fair." " It gives a definite idea of 
the educational facilities offered youth in practical, commercial and scientific lines. 
It illustrates the possibilities of advancement in every phase and branch." " The 
work of the schools is carefully graded, and shows the progress of education from 
teaching by object lessons to the most abstruse propositions ever suggested to mortal 
mind." " A distinctive feature of the exhibit is its practical character. There is 
abundant evidence of this in the display from the manual training schools which 
show that education of the hand and eye proceeds with the education of the mind, 
also in the embroidery work of some of the convent schools, and perhaps in a less 
degree in the paintings, drawings and engravings." The exhibit differs from the pub- 
lic school exhibit in these particulars, and also perhaps in the fact that they afford 
proof that too much is not attempted, and that whatever is aimed at is accom- 
plished and satisfactorily cccomplished." — Chicago Tribune. 

"We leave the Catholic Educational Exhibit highly satisfied. One need not be 
a Catholic to testify in the warmest manner to its worth and merit, and he must be 
an incurable, narrow-minded bigot who would not acknowledge joyfully that these 
educational institutions worthily accomplish their work in the great American school 
system." — Chicago Staats Zeitung. 

Bancroft's " Book of the Fair " comments as follows : " There remains, how- 
ever, to be described the largest of all the educational groups that of the Catholic 
Educational Exhibit, occupying 29,000 square feet in the eastern aisle of the gallery. 
To gather and classify this collection was almost a three years' task. As the result we 
have one of the most attractive features in the department of Liberal Arts; attrac- 
tive to all classes of visitors, whatever their creed or sect. In no sense of the word 
is this a sectarian demonstration, nor is it in the nature of a religious propoganda, 
except so far as it represents the influence of the church on the education of the 
people forming a material exposition of what the church has done and is doing for 
the cause of education. In a word, it is just what it pretends to be, and that is a 
school and college exhibit, under Cathotic auspices. * * * The collections in- 
clude every description and grade of educational work, * * * and some idea 
may be formed as to the magnitude. of the display, representing as it does, the aggre- 
gate results accomplished by all the numerous Orders of Brotherhoods and Sister- 
hoods to whose care are entrusted the educational interests of Catholic Amer- 
ica," * * * etc. 

"It is impossible not to admire the exquisite character of the handiwork ex- 
hibited by Catholic institutions and not pay a tribute of respect to a system of tui- 



116 FINAL REPORT CATHOLIC EDUCATIONAL EXHIBIT. 

tion so obviously productive of docility, patience and conscientiousness. As samples- 
of purely imitative effort, there is nothing finer in the whole education exhibit than 
the work of the pupils of the Catholic Diocesan schools." — New York World. 

"The Educational Review," New York, of June, 1893, says: "The Catholic 
Educational Exhibit affords a valuable opportunity to study an important part of 
the educational held. The list of institutions represented includes all grades of 
schools, from the kindergarten to the university, and many forms of manual, train- 
ing, industrial and special schools." 

" The Parochial School System has scored a point at the Fair, giving much 
good reason for the erasure of the past criticism that Parochial Schools teach sew- 
ing and catechism. Sewing and beautiful embroideries and water-color drawings 
are there to be sure, making the aisle rich with tints, but there is also plenty of good 
work in the line, and apparently according to the methods of the public schools." — 
Popular Educator, Nov., 1893. 

"In the south-eastern section of Manufactures building on the gallery floor is 
an exhibit which should attract the attention and excite the admiration of all good 
people, be they Presbyterians, Methodists, Baptists, or the people who are responsi- 
ble for the show. The Catholic Educational Exhibit is the feature referred to. It 
is not intended as a religious propoganda. It is simply a material exposition of what 
the people of one great faith can do in the way of promoting education and the world's 
progress. All together when fully installed, the Catholic Educational Exhibit will 
be one of the most interesting features of the great Fair." — Chicago Herald, June 
5, 1893. 

"The Catholic Educational Exhibit in the World's Columbian Exposition is 
one of its conspicuous and impressive features." — Chicago Herald. 

"The Catholic Educational Exhibit is most elaborate." — Dr. S. H. Peabody, — 
Chicago Inter Ocean. 

"The exhibit is really an education in itself, to both exhibitors and visitors, 
and is a practical answer to the arguments advanced against the Catholics." — Cath" 
olic Reading Circle Review, July, 1893. 

"It is a world's exhibit in itself, a new world's exhibit, the combined product 
of half a century of labor by this splendid army of the teaching orders of the 
church. In all, the wonders of that wonder of the world, the Columbian Exposi- 
tion, there is nothing more marvellous than this." — The Seminary, N. Y., Nov., 1893. 

"What particularly strikes the visitor is the method displayed in the schools, 
for in the Catholic Educational Exhibit, student work and normal work are shown. 
This is a test of school work: That it gives to the youth an education leading up 
from first principles to solid knowledge, that it trains the mind, forms the character 
and develops the body. The kindergarten work is ranked with the best in the ex- 
position, while the grammar schools present an array of systematic papers on differ- 
ent subjects, that is made the object of rlattering'comment. The convents are seen 
in their real life — homes of culture and nurseries of the fine arts. The colleges. 



FINAL REPORT CATHOLIC EDUCATIONAL EXHIBIT. 117 

<3ome to the front in creditable competition with the best in the land, up to the 
standard in all academic studies, and pointing proudly to the great men in all the 
walks of life as best proofs of the vigor of their methods." — Chicago Times. 

" The success of the exhibit, narrated in many descriptive articles concerning 
the Fair, can only be fully estimated by those who have seen and examined its vari- 
ous features. The work shown by our parochial schools is so good, so finished, so , 
comprehensive, that the sight of it silences, at once, the criticisms of those persons 
who would say that the Catholic schools are in any sense the inferior of the so-called 
public schools. The excellence of the teachers and the thoroughness of the course 
of study which the pupils, whose work is there exhibited, have evidently undergone, 
are all apparent to the most casual glance of the observer." — Catholic Columbian. 

" The Catholic Educational Exhibit at the World's Fair is the admiration 
and astonishment of all who see it." — Church Progress. 

'■ The earnest practical Catholic may, with legitimate pride, enter the Catho- 
lic section and invite his hesitating or lukewarm brother to see on what grounds he 
has allowed himself to suppose or admit inferiority in results on the reiterated as- 
sertions of the opponents of Catholic schools. He will find, that while in many 
things the Catholic schools lead, in none do they yield to those of favored State in- 
stitutions. The Columbian Exposition will do much to remove the prejudices of 
the observant fair-minded American in regard to Catholic education, as did his in- 
timate personal relations in the war, with the Sister of Charity and the adopted 
citizen soldier, to arouse his admiration for the religion and the devotion of one, and 
to freely admit the sterling fidelity of the other. 

From curiosity, as well as for criticism, this section is much visited, and con- 
siderable interest manifested at the unexpected results. In it is the display of 
written exercises in languages, arithmetic, book-keeping and ornamental penmanship, 
drawing, painting, needle-work, etc." — Boston Pilot. 

The following illustrated review from the pen of John J. O'Shea appeared in 
the " Catholic World," November, 1893. Speaking editorial y of Bishop Spalding, 
the President of the Catholic Educational Exhibit, the " Catholic World" says: 

" Bishop Spalding has ' done the State some service, and they know it.' The 
Archbishops of the Union are not unmindful of his great share in bringing about the 
success of the wonderful Catholic Educational Exhibit, and, to mark their sense of 
it, they have put it upon record. In a series of resolutions lately made public, they 
expres their recognition of the great services he has rendered the Catholic 
cause at large in his capacity of President of the Exhibit. How onerous was the 
duty may well be estimated by any one who has had the opportunity of viewing the 
vast collection and noting the many institutions which have been laid under tribute 
in order to bring it together. * * * Also a resolution thanking the Bishops clergy 
relig ous sisterhoods and brotherhoods, as well as the teachers and Catholic authors 
who have contributed to the collection." 




RIGHT REV. J. L. SPALDING, D. D., BISHOP OF PEORIA. 
PRESIDENT CATHOLIC EDUCATIONAL EXHIBIT WORLD'S COLUMBIAN EXPOSITION, 

CHICAGO, 1893. 






FINAL REPORT CATHOLIC EDUCATIONAL EXHIBIT. 119 

Catholic Education at the World's Fair. 

As the tree is to be judged by its fruit, in the words of the Divine Master, so 
the generous vine of Catholic education may be appraised, in a measure, by the liv- 
ing proofs it modestly puts before mankind in the noble hall of Liberal Arts at the 
Columbian Exposition. Multitudinous and wonder-compelling as the various de- 
partments of the Columbian Exposition are from many points of view, the array of 
examples of Catholic training here presented claims the palm over all. As an expo- 
sition of a system it is the most striking in extent, in variety, in evidence of a mas- 
terly system of mental direction, that ever yet was brought before the world's no- 
tice. It dwarfs into insignificance the displays of educational results made by any 
and every institution in the country — universities, colleges and training schools — 
taken altogether. The mobilization of such an army of practical witnesses for supe- 
riority was in itself a peculiar task. It demanded a special and intimate knowledge 
of a system which may be described as world-wide; it demanded a persona' ity influ- 
ential enough and magnetic enough to secure the heartiest co-operation simultane- 
ously in places separated by vast distances; it demanded one, moreover, imbued with 
an indefatigable spirit of industry. 

After complimentary references to the Secretary and Managrr, and the Order 
of the Brothers of the Christian Schools, the writer continues: 

"Though their work is in many countries, and though they have to deal with 
many temperaments, they so assimilate themselves with the crude materials of all 
that is best in each, that they make them as clay in the hands of the potter. In Ire- 
land they rejected, up to the present year, all State aid, for the grand reason that 
one of the conditions of its acceptance was that they banish t e emblems of religion 
from their schools; yet they entered the lists with the most pampered and opulent 
academies in the kingdom, and carried off the lion's share of the spoils at the Inter- 
mediate and Royal University examinations. ***** g u ^ one j^g on jy ^ Q 
look around that special portion of it which represen s the work of the Christian 
Brothers' schools in this country, in Canada, in France, in England and in Spain, to 
recognize at once the fact that master minds are at the head of this great teaching 
institution. The men standing at the head of this order have b en selected for their 
special aptitude for the work. They must not only be teachers by precept, but men 
able to demonstrate by r ractical example the truth of the principles of accuracy, 
judgment and fitness which they inculcate in science and in art. They are born lead- 
ers of the mind, possessing in a large degree that influence over others which, for 
want of a better term, is styled magnetism, and that gift of luminousness in expla- 
nation, without which no teacher, no matter how clear to himself his perceptions, 
can fulfil his office effectually. The case of the lamented Brother Azarias may be 
pointed to as another forcible illustration of this felicity in selection which is a 
characteristic of this remarkable order. 



120 



FINAL REPORT CATHOLIC EDUCATIONAL EXHIBIT. 



Recognizing the importance of tmrg early in the field, Bro her Maurelian 
made his application for space at the exposition as soon as the directorate and com- 
mittees were organized . Although he encountered much difficulty at the outset, he 
was met at length in a spirit which cannot be too highly extolled. Thirty thousand 
feet of floor space, roughly speaking, was placed at his disposal, and the position 
which he was fortunate enough to secure is probably the finest in the great hall de- 
voted to Manufactures and the Liberal Arts. This space, large as it is, would not 
suffice for a tithe of the exhibition which could have been made had there been more 
time for preparation and a condition of unlimited space; and as a matter of fact it 
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lian from the various Dioceses which responded to his invitation. He had asked for 
a space of sixty thousand feet, anticipating the large amount of material which 
would be at his command, but he could hardly have expected the directors to give 
mor? than they did, under the circumstances. But the display he makes is so im- 
posing, so extensive, so splendid, so marvellously eloquent of care, cf taste, of indus- 
try, of energy, of tin whole soul of Catholic teaching, as to make all those identified 
with other educational exhibits almost literally green with envy. Here is what a 
secular journal, the Chicago " Staats-Zeitung," in an article written by a non-Cath- 
olic, says of the display as contrasted with those of the public schools: 



FINAL REPORT CATHOLIC EDUCATIONAL EXHIBIT. 121 

" Petted by the State, raised up as an idol by catering politicians, regarded as 
something sacred and a noli me tangere, furnished with all that money can procure, 
beautiful buiLlings, airy class-rooms, apparatus, methods, teachers enjoying a fine 
salary, these American schools, the pride of the country, should they not have taken 
advantage of the presence of the ass mbled teachers and pedagogues of the world, 
and of an opportunity seized by every country of the globe to exhibit their work, to 
prove to their admirers their excellence, which they boast cf in theory, but do not 
show in practice? 

" They do not, we say, and we ask, Could they have done it? 

" What would those chatterboxes, those text-book teachers, those lesson-hear- 
ers, with the curly locks, chewing ' tutti-frutt',' decorated with a stylish hat, with no 
deeper thought than that of the next ice-cream party; those defective patterns of 
humanity who are running our public schools — what cou'd they exhibit? Just that 
which was to be expected: model ; of buildings, or their photographs; methods and 
means bought by the State at a heavy expense, but not the results of the schools, not 
the proofs of education. These are missing in the exhibit of the public schools. . 
The kindergarten and the trainin j schools only are praiseworthy exceptions. 

" The weakness of the public schools shows all the more forcibly the strength 
of the Catholic educational institutions at the exposition. Instead of beautiful 
building models and costly methods, they have exhibited the practical results of 
their schools. And these are great results. 

"All honor to the m n and women who, without State aid or -the encourage- 
ment afforded by public opinion, have built those schools; all honor, we say, to the 
teachers. who, not enticed by a salary, are educators from principle and net from 
greed.'' 

Bearing in mind the fact that in the collection which has called forth this 
tribute of admiration but the work of only a portion of the Catholic schools in twenty 
Dioceses in the United States was shown, one might easily imagine what would have 
been the writer's wonder had all the Archdioceses, Dioceses and Vicarates in the Union , 
numbering about ninety, been represented in similar proportions. Perhaps it is bet- 
ter that the display is confined to its present dimensions. It conveys a deeply im- 
pressive lesson, whose effect might be minimized by being further protracted. It is 
the frailty of our nature to grow weary with the repetition even of excellent things 
when we have had enough to convince us of their undeniable worth. It is sufficient 
to say that as it stands the Catholic Educational Exhibit is incomparably the great- 
est display of its kind ever maile. 

The importance of putting such proofs of Catholic activity before the world 
at this particular epoch was at once perceived by all the hierarchy of the United 
States. Bishop Spalding, of Peoria, took an especial interest in the project from its 
inception. The unfortunate divergences of opinion among Catholics over questions 
of school attendance and State help, perhaps, naturally led many outsiders to think 




BXHIBITS OF BISHOPS MKMORIAL HALL, ETC., 

NOTRE DAME UNIVERSITY. NOTRE DAME, INO. 



FINAL REPORT CATHOLIC EDUCATIONAL EXHIBIT. 123 

that while internal disagreement reigned the real work of education might be to 
some extent neglected. To such mistaken people there could be no greater surprise 
than this revelation of Catholic activity. There have been no controversies to dis- 
turb the serenity of the public schools' managers. With them everything has gone 
on as smoothly as the current of the Schuylkill— and apparently as somnolently. 
They have come out into the daylight only to appear ridiculous by comparison. 

To the kindly co-operation of Dr. S. H. Peabody, Chief of the Liberal Arts 
department of the Exposition, the promoters of the Catholic Educational Exhibit 
owe mainly their success in having their display so extensive and effective as it is. 
To his aid they are indebted for the prominent site and ample space they have 
secured ; and he, on his part, feels how largely this display has contributed toward 
making the World's Fair an adequate exemplar of the active mental and mechanical 
progress of the age. In his little speech at the throwing open of the exhibit he 
warmly expressed his thanks, on behalf of the World's Fair authorities, to all who 
had co-operated in the work. His surprise at the colossal results achieved in such a 
brief interval was by no means concealed; and the eulogy which he pro- 
nounced on the zeal of the whole Catholic teaching body in preparing the youth 
of the Catholic populations for the practical work of existence was the 
genuine expression of a broad and liberal mind. In this marvelous array of 
proofs he beheld a signal refutation of the widespread calumny that the tendency of 
Catholic education is to dwarf the scope and limit the faculties of the human mind. 
But he saw only one side of the picture. This was but the practical side of the Cath- 
olic system which he was beholding. Behind that mass of work of hand and brain 
lies the invisible, sleepless activity which, while training the physical faculties, keeps 
ever leading on the moral ones to a clearer conception of the truth that there is a 
higher goal to be reached by the intelligence than the conquest of earthly knowl- 
edge, and that the sum of human perfection must have its final complement in the 
display which shall merit the everlasting award of the Judge who sits on high. This 
is what is meant by the two-fold work of Catholic Education. 

American Catholics are taught to love and reverence the American Constitu- 
tion, that Maxima Charta which guarantees their religious as well as civil freedom. 
They have good reason to love it and take pride in it, for were its letter and its spirit 
acted on they would be under no such disadvantage as they are with regard to the edu- 
cation of their children. As President Bonney very pertinently recalled to mind in 
his generous address of welcome to the Catholic Congress, the third article of the 
ordinance of 1787 for the government of the territory of which Chicago is the metrop- 
olis commanded that " religion, morality and knowledge being necessary to good 
government and the happiness of mankind, schools and the means of education shall 
forever be encouraged." Thus it will be seen the f ramers of this ordinance distinctly 
contemplated the teaching of religion and morality, without regard to creed, in the 
public schools of the United States. Their idea was, then, strictly in accord with 



124 FINAL REPORT CATHOLIC EDUCATIONAL EXHIBIT. , 

the Catholic idea. Any training system that did not include the teaching of religion 
and morality was not, in their view, education. But we may, for the present, leave 
this reflection and proceed to a review of what is being done by Catholics without 
any State help. 

In the arrangement of the mass of material placed at his command, Brother 
Maurelian has exhibited a masterly ingenuity. By a simple device he has managed 
to double the ground-space, so to speak. By running a desk around each of the com- 
partments into which the exhibit is divided, he has been enabled to supplement his 
wall surface so that none of his space shall be wasted. Sufficient room is given for 
the visitor to walk all through the compartments and examine the work spread out 
upon the desks and hanging on the walls. The finer and more frangible objects are 
displayed in high glass cases standing in the center of each compartment. 

What is here made manifest may be divided into two branches: the methods 
of teaching and their practical application by those taught. Take, for instance, a 
specimen of work from the De La Salle Institute in New York. It is the engineer's 
plan for a great iron bridge. Here you see the notes taken by the pupil from the 
teacher's instructions. Then you see the plan and the elevation drawn in regular 
artistic fashion. The dimensions are given; then the details down to the last bolt; 
then the estimate of the cost of the whole work. There is no particular missing; the 
plan might be at once put into a contractor's hands and he would have no difficulty 
in setting to work to make the suppositious structure a substantial realty. So in 
astronomy, so in music, so in mechanics of many kinds. The system is lucidly dem- 
onstrated in the intelligent action of mind upon mind. * * * 

A glance at the artistic features of the general exhibit reveals some work which 
challenges attention, not from its mere abundance, which is great, but from its gen- 
eral excellence. Some of it is simply splendid. The place of honor is properly given 
to the Chicago exhibit, and the chef (T cenvre in this is outside strict definition, per- 
haps, of a school-show piece. It is a white Carrara marble statue of Archbishop 
Feehan, with the figures of a couple of school children at his feet. The work is full 
•of grace, dignity and life, and tells its own story as eloquently as any marble compo- 
sition can; and all the cunning of the modern Italian school of sculpture is exempli- 
fied in its treatment. It is the work of a Roman artist, and its cost was $15,000. The 
priests of Archbishop Feehan's Diocese subscribed the sum as an affectionate recog. 
nition of his claim to be regarded as the "protector of their schools" — a distinction 
which he undoubtedly deserves. Gregorys fine portraits of a large number of the 
American Catholic hierarchy, which are found in the collection sent by Notre Dame 
University; as well as the portraits of Archbishop Riordan and Bishop Spalding, 
which are apart, may ;>lso be excluded from the list of educational exhibits, in a sim- 
ilar sense. But besides these there is a great body of artistic work, in oil, in water- 
color, in crayon, in India ink and in pencil, which furnishes a means of judging what 
advance we are making in this important branch of education. 






FINAL REPORT CATHOLIC EDUCATIONAL EXHIBIT. 125 

There is no one so weak as to believe that America has achieved the first rank 
in art, but every honest critic believes that earnest effort is being made to attain to- 
excellence. Artists do not spring out of the ground like the fabled men and women 
of Deucalion and Pyrrha's time. Genius is not to be compelled; in due time, no 
doubt, it will visit the American shore, and found a true school of art here. It is 
not claimed for any of the schools whose art-teaching is here exhibibited that they 
have reached the highest level attainable. There is great inequality observable in 
the mass; there are bad drawing and inharmonious and slovenly coloring in some; 
but there is, on the other hand, much that is really true and good, and there is some 
that of its kind is positively beautiful. This is true especially of the specimens of 
illuminated work executed by the pupils at the Sacred Heart Convent in San Fran- 
cisco. The collection of wcrk shown by the Sisters of Mercy of that city is also' 
remarkable for its excellence. Some admirable work in crayons and water-colors is 
presented by the pupils of Miss Starr's preparatory fine art classes. The steel 
engravings from the Catholic High School of Philadelphia, founded by Thomas 
Cahill, are especially fine, and a corresponding level of excellence is noticeable in the 
examples of drawing and painting and embroidery turned out by the same institu- 
tion. 

Numerous examples of oil-painting are shown in different sections of the 
exhibit; and of these a very crotchety critic observed in one of the daily papers that, 
the only good end they serve is to show the worthlessness of the teaching. Criti- 
cism of this kind is not worth ans\\ ering. These pictures are not put there as pic- 
tures in an art gallery are. They ar6 there neither for competition nor sale. They 
are put there simply to show what progress the young art-students are making in 
the very difficult technique of color, which many eminent artists vainly spent their 
lives in trying to master, and which no degree of excellence in line-drawing could 
ever help some to gain. 

It would be just as reasonable to take exception to the occasional blunders in 
spelling, or the faulty compositions which are found occurring here and there 
in the class papers of the pupils. Surely no one would expect perfection from 
those who are in the state of tutelage. The whole school system, so far as it applies 
to the training of the mental and physical faculties, is laid bare to the world's inspec- 
tion, with all the imperfections of juvenile human nature on its head; and there 
never was a creature more out of his element than the professional art-critic, the 
individual, as a rule, who has failed in everything himself, in such an exhibition. 

Even Mr. Sneer well would find it hard to get ground for cavil in the beautiful 
specimens of work shown by the pupils of the Christian Brothers' schools in Paris. 
It is full of art workmanship in many branches, all of marvelously fine execution 
for boys, and the specimens of drawing and engraving are of a remarkably high 
order for juveniles. The French claim to be at the head of the list in all things 
educational, and no one can say that the challenge which they give out at the 
World's Fair will be readily taken up. 




1st. Annunciation Academy and Colored Industrial Institute, Pine Bluff, Arkansas. 
2nd. Carved Altar by Students, Josephinum College, Columbus, Ohio. 
3rd. Exhibits Schools Sisters of Notre Dame, Milwaukee, Baltimore Qu'incy, Etc. 



FINAL REPORT CATHOLIC EDUCATIONAL EXHIBIT. 127 

In the Canadian exhibit some noteworthy features are presented. The dis- 
play made by the Catholic schools of Quebec covers 1,700 square feet of floor, while 
the showing of the Protestant schools from the same province fits in a nook meas- 
uring 175 square feet. The Protestant province of Ontario, on the other hand, sends 
from a total of 5,878 schools an aggregate of 375 exhibits; while the Catholics of the 
same province send from a total of only 289 schools no fewer than 234 exhibits. The 
quality of the artistic work sent forward by the Catholic schools is vastly superior 
to that of the other schools of the Dominion which have sent specimens of their 
products. There are some aspects of the Dominion display which make it compare 
favorably even with that of any of the other countries represented. The show of 
herbaria, for instance, in which specimens of the multitudinous wild flowers of 
Canada are collected and arranged with exquisite harmony of arrangement, is es- 
pecially impressive. The fine sense of fitness in association, and taste in group- 
ing and artistic form, seen in these numerous collections, is at once felt and con- 
fessed. In the work of the brush, the crayon and the pencil, too, Young Canada 
need not have any trepidation about competing for honors. Some trace of the 
French genius is visible throughout the display from the Province of Quebec. 

It is not a matter for deep wonder that this display exhibits a superiority. 
Besides the inherited genius of Gaul, the people of that province enjoy the advant- 
age of an enlightened plan in the educational laws of the State The minority in 
any locality is entitled to a just proportion of the public taxes levied for educational 
purposes, to be applied in accordance with the views of the minority. This in ef- 
fect, leads, in that province, to the denominational rule in education. As the Cath- 
olics are greatly in the majority in Quebec, they receive the maximum of the public 
taxes, and are thus enabled to secure the very best teaching appliances that money 
can obtain. The teaching power they already possess in plenty within their own 
religious and semi-religious bodies. 

In the various kinds of handicraft shown here, the work of American boys in 
the more practical, and every-day classes of production need not fear comparison 
with that of any others. Especially fine examples are sent in from the Catholic 
Protectory of New York, for boys and girls, and the great Trade school on Staten 
Island, described in a preceding article. 

Teaching those who are in possession of every natural faculty is, in many 
cases, no easy matter; but the instruction of that unhappy section of the human 
family who come into the world sans sight or hearing or power of speech, or become 
so after their coming, must be regarded as the perfection of the teachers' skill. It 
was with Catholic teachers the idea of educating these maimed intellects began, 
and by them in France and Italy and Ireland that it is carried on mostly at present t 
with results that on consideration seem perfectly astounding. The cultivation of 
literature, music and the fine arts, as well as many mechanical industries, by the 
blind and the deaf and the dumb demands specially qualified teachers; and to the 



128 FINAL BE PORT CATHOLIC EDUCATIONAL EXHIBIT. 

furnishing of these the religious orders now devote constant and the most earnest 
attention. The specimens of work sent in by the Catholic Protectory pupils of this 
class, deserve more than a passing notice. There are some very beautiful specimens 
of lace shown in the Canadian exhibit, the finest being the work of a girl of thir- 
teen who is totally blind. The instructresses of these Canadian blind girls are the 
good sisters known as the Grey Nuns. 

Marvelously fine work is also shown by the Ephpheta school of Chicago, in an 
astonishingly varied field. Engraving, lithographing, photography, designing for 
carpets and wall paper, and many other decorative branches of industry are taught, 
it will be seen, most successfully in this admirable institution. 

To many the attractions of the kindergarten display made here will prove su- 
perior to any other, as that system has now come to be regarded as the summum 
bonum in the educational field. Here is a bright and picturesque array of proofs 
how readily the little mind can be developed into the big one as its powers are one 
by one awakened and appealed to in the course of its school-play years. The little 
pictorial efforts, and the efforts in tiny handicraft, show that the shepherd boy who 
began drawing his sheep upon a slate, and the builder of miniature fortresses in 
mud or the sands by the sea-shore, were most likely, in reality, the originators of the 
idea which Froebel and his successors took up and translated into action. 

It is only the preparatory stage in literature and art, it must be remembered, 
which this exhibit contemplated as the scope of its extent as an educatfonal display. 
The fact that there are contained in it illustrations of the higher education in both 
of these walks of civilization, serves only to show, perhaps, the nakedness of our 
land in that respect. The higher education, as an institution, for American Catho- 
lics, is a thing of the possibilities; how immensely they are handicapped in that 
direction may be learned from a comparison of the other educational exhibits with 
theirs. All that the public and private generosity of a great people could do, has 
been done for the men and women of other creeds here; all that has been done for 
the Catholics has been done out of their own resources. The Columbian Library of 
Catholic authors is a collection of no small interest and value as testifying that in 
the higher education Catholic names are not by any means unknown, even here: 
and the women's department in this collection is not the least interesting portion of 
it. The tine exhibit from the Catholic University of Notre Dame, Indiana, gives an 
excellent idea of the present state of scholastic life in that institution, and the high 
plane of its studies and scientific pursuits. The American Catholic Historical So- 
ciety deserves a word of praise for the flood of light it let in on the past of the 
struggling church on this continent by its rich archaeological collection of ecclesias- 
tical, artistic and literary work. 

To the collection of these objects, made by professor Edwards, of Notre 
Dame, Indiana, the palm of merit in this department must be given. He has got 
together a perfect store-house of precious ecclesiastical relics. 



FINAL REPORT CATHOLIC EDUCATIONAL EXHIBIT. 129 

They tell a wonderful tale in their way, these mitres and croziers and vest- 
ments, tarnished with age; these missals and breviaries and calf-bound volumes 
whose pages are yellow-gray as the face of a mummy. Placed side by side with the 
glittering ornaments and the snowy pages in the neighboring collection of modern 
things, they seem to proclaim with startling force and suddenness this pregnant fact: 
"We, the old and the new, are true symbols of that to which we belong. She is the 
one who, from her beginning, was endued with the gift of perennial youth. She is 
young to-day as she was at the outset two thousand years ago. This is a paradox, 
but it is true." 

Now, look upon this picture, and on this. Behold the two exhibits side by 
side — that made by the Catholic schools on the one hand, that of the public schools 
on the other. Take them grade for grade and compare the work; can the high-sal- 
aried teachers of the public schools show more satisfactory proofs for the state-aided 
system than the teachers who eke out their necessarily scanty pittance with a never- 
failing fund of charity and holy devotion to duty? Does the teaching of religion and 
morality in the Catholic schools impair the efficiency of scholars or teachers? Most 
emphatically, no; the very contrary seems to be the case. The two exhibits them- 
selves, looking at them from this point of view, are a signal proof to the contrary. 
The soulless system has had no stimulus to come forward and place its works before 
the world; it is content with the filling of examination papers, and the passing of 
certificates and the filling of checks. These duties fulfill all the needs of the day — 
and this is the practical way of looking at it. 

But this is not the Catholic way in America — the way which is really the most 
practical of all. There is no inspiration which can fire the soul of artist or poet like 
the inspiration caught from religion; there is nothing which makes a craftsman so 
emulative, so reliable, as the sustaining power of religion. There is no influence which 
builds up one orderly state out of the complex masses of thinkers and toilers like re- 
ligion. This is a truth which the foremost European states are now learning — 
some, like France, from sorrowful experience to the contrary. 

Many things are taught, in fine, by this exhibit. We are lifted up in thought 

as we wander through its varied mazes from the contemplation of the wisdom and 

the care manifested in the details of the system to the nobility of the purpose; and 

we see underlying it all the sublime tenacity with which the Catholic Church goes 

on in her beneficent way. Through good report and evil report she adheres to her 

mission, whether states or governments frown upon her or smile. She will not neg- 

let her own, no matter who despises them, but like a tender mother and guide still 

helps them onward in the world, upward toward the light. 

John J. O'Shea. 

The "Review of Reviews" commenting on John J. O'Shea's illustrated de- 
scription of the Catholic Educational Exhibit in the November issue of the "Cath- 
olic World," says: " Catholic education at the World's Fair is another addition to 
the illustrated as well as literary history of the monument of American genius." 




SOME OK Till'. CHRISTIAN BROTHERS EXHIBITS. 



FINAL REPORT CATHOLIC EDUCATIONAL EXHIBIT. 131 

The " Catholic Family Annual of 1894" contains an article on the exhibits by 
Professor James F. Edwards, of Notre Dame University. A few extracts are here 
given : 

Bishop Spalding's masterly pen stirred up enthusiasm. " Since the Catholic 
Educational Exhibit,'' he wrote, " will be the only distinctively Catholic feature in the 
Columbian Exposition, every honorable motive should impel us to leave nothing un- 
done to make it worthy of the event commemorated and of our own zeal in the cause 
of Christian education. We shall thus place before the eyes of all who will visit 
the Exposition a clear demonstration of the great work the church in the United 
States is doing to develop a civilization which is in great part the outgrowth of reli- 
gious principles, and which depends for its continued existence upon the morality 
which religious faith alone can make strong and enduring. * * * 

Opinion rules the world and the Catholic exhibit offers a means to help mould 
opinion on the subject of education which is second to none. Those who do not 
read seriously or think deeply may be made to open their eyes and look, and what 
they see may arouse interest and lead to investigation." 

" In spite of many difficulties, the results of Catholic education in its minutest 
details, from the kindergarten to the university, were placed before the people of the 
world; a colossal object lesson to those who say that Catholics are opposed to intel- 
lectual development. Our religious orders of men and women, as well as the lay 
teachers in our Catholic schools, are noted for their self-sacrifice, perseverance and 
enthusiasm in the cause of education. And it took all these to bring together the 
vast array of objects in this grand display of the interest the church takes in educa- 
tion. Few departments of the World's Fair were more interesting than the Catholic 
Educational Exhibit, certainly none more instructive. Many persons have been 
heard to say that it was worth the trip to Chicago to inspect the endless variety of 
objects displayed in the Catholic exhibit. To teacher and pupil alike, it has been of 
untold advantage to examine the methods that prevail in our schools, and to study 
the results of skill, ingenuity, diligence, perseverance, and conscientious work on the 
part of both instructor and student. It aroused new interest in pedagogics as a 
science and an art. Thousands of nuns, at the bidding of their superiors, left clois- 
tered cells and entered the world once more to study the progress of education and to 
compare methods, old and new. Priests, Bishops, Archbishops, the Cardinal and the 
Apostolic Delegate, besides thousands of teaching brothers and Catholic laymen, 
availed themselves of this unique opportunity to investigate the results of this most 
interesting of subjects, Christian education; a subject which, as Bishop Spalding 
says, 'is a question of life, of religion, of country; a question of science and art; a 
question of politics, of progress, of civilization.' " 

" Naturally the showing made by the parochial schools was the pride of the 
exhibit, because it is for our parochial schools that the greatest sacrifices are made." 

" We cannot close this imperfect sketch without paying a slight tribute to Mr. 



132 FINAL REPORT CATHOLIC EDUCATIONAL EXHIBIT. ' 

Peabody, Director-General of the Columbian Educational Exhibit, a man of liberal 
and broad-minded views and cultivated intelligence, whose kindly and opportune aid 
not only in securing the necessary space, but also in the arrangement of minor details 
contributed not a little to the successful issue of the glorious undertaking of Bishop 
Spalding and Brother Maurelian." 

Professor Edwards reviewed the exhibits in a general way, and wherever pos- 
sible gave credit to the exhibitors, as far as the limits of a brief account permitted. 



REVIEW OF EXHIBITS. 

Prom personal knowledge of the financial cost, the experience, ingenuity, self- 
sacrifice and constant work required on the part of the teachers in the preparation 
of so great a variety and such a vast amount of work I must say: "No one need 
hereafter ask our Prelates, Clergy, religious teachers and laity to prove the strength 
of their faith i?i the cause of Catholic education.'' 1 

Whether I consider the financial sacrifices at home and at the World's Fair, 
the results of efficient and intelligent methods of teaching; the excellence and com- 
pleteness of work in all branches and from all grades of institutions, or the mar- 
velous results in the industrial, mechanic and fine arts, the exhibits far surpass 
anything recorded in the annals of educational exhibits. 



Catholic University of America, Washington, D. C. 

The most noteworthy of all institutions taking part in the Catholic Educa- 
tional Exhibit was the Catholic University of America. Though very young, and yet 
in the first stage of its full development, it manifested the strength of its convictions 
by appearing as the cap to the climax of the Catholic system of education which be- 
gins with the parochial school, to end in the University at Washington. 

The difficulty in keeping callers with special requests for the Year-book sup- 
plied was the most genuine testimony to its popularity that could be given. It would 
be unfair to even mention the University without repeating the name of Miss Mary 
Gwendoline Caldwell, whose generous donation made the decree of the Catholic 
Bishops of the United States at the Third Plenary Council at Baltimore a possibil- 
ity. Right Rev. John J. Keane, D. D., himself a product of the parochial school and 
a staunch defender of the Catholic view of education, is the Rector under whose 
guidance the rapid progress of the University to completion in every way is assured. 
And this means to endow the United States with an establish^ ent that will stand 
as the peer of the ivy-mantled institutions in the great centers of learning in Eu- 
rope. 



FINAL REPORT CATHOLIC EDUCATIONAL EXHIBIT. 133 

The Year-book of the Catholic University of Ame:ica for 1893-94 furnishes 
complete in p ormation as to the departments of the Catholic University, and the most 
advanced courses of studies prescribed to obtain the university degrees of Baccalau- 
reate. .Licentiate or Doctorate. 



ecclesiastical seminaries. 

Six Ecclesiastical Seminaries were represented in the exhibits: New Seminary 
of St. Joseph. New York; Seminary of Our Lady of Angels, Lazarist Fathers, Niag 
ara University P. O., N. Y.; Theological Seminary of the Holy Cross, Congregation 
of the Holy Cross, Notre Dame, Ind.; Seminary of Papal Josephinum College, 
Secular Clergy, Columbus, Ohio; St. Vincent's Seminary, Benedictines, Beatty, 
P. O.. Pa.; St. Meinrad's Seminary, Benedictines, St. Meinrad P. O., Ind. 

The most comprehensive exhibit was that of St. Vincent's Seminary, Beatty 
P. O., Pa., conducted by the Benedictine Fathers. 

There were Latin Theses in Dogmatic and Moral Theology, Church History, 
Mental Philosophy and Holy Scripture. Exercises on the Hebrew Language and 
Grammar; original essays in the following sixteen languages: Greek, Latin, Hebrew, 
German, Spanish, Italian, Irish, Lithuanian, Polish, Russian, Hungarian, Slavonian, 
Dutch, Bohemian, Portuguese and French. 

There is no record of such an exhibit from an Ecclesiastical Seminary at any 
previous Iuternational Exposition. 



Some Conditions for Admission to a Seminary. 

1. No one is admitted to Philosophy who has not completed the classical 
course, and all applicants are examined by the Board of Examiners. The degree of 
Bachelor of Arts is conferred upon those who have completed the philosophical 
course and have passed a satisfactory written and oral examination. 

2. All candidates for Theology are examined on those branches of study which 
are prescribed for the Philosophical course. 

3. Candidates for Sub-Deaconship and Deaconship are examined on those 
tracts of Moral and Dogmatic Theology which they have already seen in class Can- 
didates for the Priesthood are required to pass an examination before the Theological 
Faculty on the whole of Moral and Dogmatic Theology, unless their respective Bish- 
ops prefer to have them examined by the Diocesan Board of Examiners. 

4. A public disputation is held at the close of each session. Not only the 
professors of the Seminary but also of the College attend these disputations, the 
matter of which is taken from Moral and Dogmatic Theology, Sacred Scriptures, 



134 FINAL REPORT CATHOLIC EDUCATIONAL EXHIBIT. 

Liturgy, Church History and Philosophy. One student defends the thesis and two 
bring objections, but the matter must be prepared by all as they may be called upon 
to propound or solve difficulties. 

5. Students of Theology who may desire to take the degree of Master of 
Arts at the close of the second or third year of Theology, must pass a satisfactory 
examination on Moral and Dogmatic Theology. 



COURSES OF STUDIES IN ECCLESIASTICAL SEMINARIES. 

Philosophy; two years. (The studies and lectures in Seminaries are conducted 
in .Latin.) 

FIRST YEAR. 

Logic — Ontology, Cosmology, Natural Theology, Physics and Chemistry. 
Mathematics — Analytical Geometry and Differental Calculus. Latin, Greek and 
Hebrew Languages. Sacred Hermeneutics — Introduction to Sacred History. 

SECOND YEAR. 

Psychology — Ethics, History of Philosophy, Physics (continued), Astronomy, 
Latin, Greek and Hebrew Languages and in some Seminaries the Syriac, Arabic 
and Chaldaic are added— Excerpts from Theology. Introduction to Holy Scriptures. 

Theology. 

FIRST YEAR. 

Dogmatic Theology — Apology for Christian Revelation. Of the proofs of 
Divine Revelation. Of the Church of Christ. Of Genesis the Rule of Faith. 

The Sacraments— On the Sacraments in General. Of Baptism. Of Confirma- 
tion. Of Penance. Moral Theology — Of Human Acts. Of Conscience. Of Laws 
Of Sin. Of Virtue. Of the Precepts of the Decalogue. Of the Precepts of the 
Church. Ecclesiastical History— On Sacred Liturgy. On the Breviary. Of 
Reciting the Divine Office. Sacred Eloquence. Gregorian Chant. 

SECOND YEAR. 

Dogmatic Theology— Of the Unity and Trinity of God. Of God the Creator. 

Sacraments — Of the Holy Eucharist. Of the Sacrifice of the Mass. 

Moral Theology — Of Justice and of Law. Of Contracts. Of the Particular 
States of Life. 

Ecclesiastical History. 

Canon Law and Censures. 

Sacred Liturgy — Roman Ritual. Of the Administration of the Sacraments, 

Sacred Eloquence. 

Gregorian Chant. 



FINAL REPORT CATHOLIC EDUCATIONAL EXHIBIT. 135 

THIRD YEAR. 

Dogmatic Theology— Of the Incarnate Word. Of the Grace of Christ. 
Sacraments — Of Extreme Unction. Of Orders. Of Matrimony. 
Moral Theology — Of the Nature and Substance of the Sacraments. Of 
Irregularities, Of Indulgences. 
Pastoral Theology. 
Ecclesiastical History. 
Canon Law. 

Sacred Liturgy — Of the Sacrifice of the Mass. Of Vespers and Devotions. 
Sacred Eloquence. 
Gregorian Chant. 



NORMAL COLLEGES OR INSTITUTES AND PREPARATORY 

NORMAL SCHOOLS. 

The Catholic Educational Exhibit afforded a rare opportunity for the study 
of exhibits from Normal Colleges or Institutes and Preparatory Normal Schools. 

Religious Teaching Orders of Priests, Brotherhoods, and the various Sisterhoods 
provide training colleges for their candidates. As a rule in each province of a re- 
ligious order, there exists an institute for the instruction and training of pros- 
pective members in all that relates to the founding, organizing and management of 
schools, the classification of pupils, the formation of character, methods of teaching, 
the subject matter to be taught, ventilation, hygiene, etc. 

The training to religious life forms an essential part of the scheme of a pre- 
paratory training school, Novitiate, Normal College, Scholasticate, etc. 

In these Normal Institutes are usually found the very best Normal manuals 
hand-books on methods of teaching, educational journals, reviews, etc., so as to keep 
members thoroughly posted on whatever happy results may have been attained 
by experienced educators. 

The matter exhibited by Normal Colleges or Institutes was interesting in va- 
riety, amount and excellence. There were text-books edited by members of religions 
orders, secular clergy or lay persons, manuals for methods of teaching, organizing 
and managing schools, classifying pupils, etc. Of such matter exhibited may be 
mentioned Linton's Historical Charts, by a Visitation Nun. The Rev. P. A. McDer- 
mott, C. S. P., presented a chart of complete and concise synopsis of English analy- 
sis; a diagram illustrating the preceding theory, analysis of first sentence " Paradise 
Lost," analytical map, study of the United States, giving name name of state, date of 
admission, cities, boundaries, locations, population, rivers, sources, outlets, cardinal 
points, mountains, lakes, bays and gulfs. A volume on "Elocution as an Art," ar- 
ranged for colleges and academies by a Dominican Nun of New Orleans; five text- 







SOME OF THK NEW YORK EXHIBITS. 



FINAL REPORT CATHOLIC EDUCATIONAL EXHIBIT. 137 

books in mathematics, by Rev. Joseph Bayma, S. J., of Santa Clara College; Essay 
on Methods of Instruction, by a Benedictine Father of Jasper College, Jasper, Ind.; 
"Loyola"' and the Educational System of the Jesuits, by Rev. Thomas Hughes, S. J., 
De La Salle Normal Manual, being a revised edition of the first hand-book for teach- 
ers ever issued. The Brothers of the Christian Schools exhibited from their Normal 
department in Europe and America complete sets of plaster casts as an aid in teach- 
ing drawing, designing and construction ; also models in wood, zinc and card-board. 
Full sets of charts, sets of drawing books for linear, architectural and perspective 
drawing; studies in shades and shadows, etc. An interesting volume for the develop- 
ment of solids, so arranged that in a moment the solid can be constructed with card- 
board and the formulae are given to determine the surface and the volume of each 
solid. Illuminated Pictorial Charts of American History, Literature, Science, Art.1492- 
1892. Chart of Universal Biography from the creation to the present time. Geograph- 
ical Chart of the United States, Chart of United States History, and Chart of Presiden- 
tial Administrations from the discovery of America to the inauguration of President 
Cleveland, 1893, by the Sisters of Mercy, St. Aloysius' Academy, Loretto, Pa. From 
Notre Dame School, Chippewa Falls, Wis., Historical and Geological Charts. The 
School Sisters of Notre Dame from Embla, Md., sent 550 oil painted Botanical Speci- 
mens, duly classified. The sisters of the same order in Baltimore exhibited original 
paintings, hand-painted china, and that of Milwaukee twenty-one large oil paintings, 
one volume music, " Responses." Compiled and arranged by a School Sister of Notre 
Dame, also Flowers, Vegetables, Fruits and Confectionery in Wax, and fourteen small 
size Oil Paintings. Of paintings, water colors, pastels, sepia, crayon and charcoal 
drawings, there were a large number, as also of hand -painted china, gold and silver 
bullion work; Irish point lace, Brussels lace drawn work, embroidery, needle work, 
etc.; illuminated work and ornamental pen work. Schedule of weekly readings in 
literature and examination questions on same during three years. It would require 
many volumes to do justice to all the religious orders and the institutions in the end- 
less varietv and excellence of the work exhibited. 



NORMAL. COLLEGES OR INSTITUTES AND NORMAL, DE- 
PARTMENTS FOR THE TRAINING OF TEACHERS. 

Represented at the Catholic Educational Exhibit, World's Colum- 
bian Exposition, Chicago, 1893. 

CALIFORNIA. 

Santa Clara College, San Francisco, Jesuit Fathers. 

Academy of the Sacred Heart, San Francisco, Ladies of the Sacred Heart. 

Normal Institute, Martinez, Christian Brothers. 

St. Joseph's School, San Francisco, Brothers of Mary. 

Convent of Our Lady of the Sacred Heart, Oakland, Sisters of the Most HolyNamea 



138 FINAL REPORT CATHOLIC EDUCATIONAL EXHIBIT. 

9 

DISTRICT OF COLUMBIA. 

Visitation Convent, Georgetown, Visitation Nuns. 

INDIANA. 

Academy of the Immaculate Conception, Oldenburg, Sisters of St. Francis. 
St. Mary's Institute, St. Mary's, Vigo County; Sisters of Providence. 

JKENTUCKY. 

Loretto Academy, Loretto, Sisters of Loretto. 

MARYLAND. 

Normal Institute, Ammendale, Christian Brothers. 

St. Joseph's Academy, Emmittsburg, Sisters of Charity. 

Notre Dame of Maryland, Embla, School Sisters of Notre Dame. 

MISSOURI. 

La Salle Institute, Glencoe, Christian Brothers. 
St. Mary's Institute, O'Fallon, Sisters of Precious Blood. 
St. Joseph's Convent, South St. Louis, Sisters of St. Joseph. 
Ursuline Convent, St. Louis, Ursuline Nuns. 

LOUISIANA. 

Dominican Academy, St. Charles Avenue, New Orleans, Dominican Nuns. 

NEW YORK. 

Mt. St. Vincent Academy, Mt. St. Vincent, on the Hudson, Sisters of Charity. 

St. Joseph's Normal College, Amawalk, Christian Brothers. 

Visitation Convent, Brooklyn, Visitation Nuns. 

St. Joseph's Convent, Flushing, Sisters of St. Joseph. 

OHIO. 

St. Mary's Institute, Dayton, Brothers of Mary. 

St. Mary's Preparatory Normal School, Dayton, Brothers of Mary. 

Notre Dame Convent, Cincinnati, Sisters of Notre Dame. 

PENNSYLVANIA. 

Mt. St. Joseph's Academy, Philadelphia (Chestnut Hill., Sisters of St. Joseph. 
Normal Institute. Beatty. Pa.. Sisters of Mercy. 

WISCONSIN. 

Notre Dame Convent, Milwaukee. School Sisters of Notre Dame. 

FRANCE. 

Central High School, Bordeaux, Brothers of the Christian Schools. 
Scholasticate, Paris, " " " " 

Brothers' Institute. Reims, " ' " 



- 






FINAL REPORT CATHOLIC EDUCATIONAL EXHIBIT. 139 

Professional Art School, St. Luke, Lille (Nord), Brothers of the Christian Schools. 

Agricultural Institute, Beauvais (Oise), " " " 

School for Deaf Mutes, St. Etienne (Loire), " " " " 

" " « " Bourg (Sein) " " " •' 

" " " " et Besancon (Doubs) " " " " 

Brothers' School, J. B. De La Salle, Bordeaux, Brothers of the Christian Schools 

BELGIUM. 

Brothers' Institute, Carlsbourg, Brothers of the Christian Schools. 

ISLE OF MAURITIUS. 

Christian Brothers' Institute, Isle of Mauritius, Brothers of the Christian Schools. 



UNIVERSITIES. 



Niagara University, Niagara P. O., N. Y., and Notre Dame University ,~ Notre 
Dame, Ind., having departments of Theology, Law and Medicine, as well as the col- 
lege course of classical, scientific and literary studies, were represented in the Cath- 
olic Educational Exhibit. In the " Weekly Index " of the Niagara University and 
the "Scholastic" of Notre Dame University were shown the literary work of the stu- 
dents. The classes of civil and mechanical engineering and photo-micrography of the 
Notre Dame University commanded high praise from competent artists and judges. 
The art work, consisting of three paintings, by Professor Gregori, and seven paint- 
ings by his pupils, drawings and artistic pen work are well 'remembered by all 
visitors. The Catholic historical collections from Bishop's Memorial Hall, and the 
Catholic Reference Library of America, with its rare publications, and first copies of 
magazines and Catholic papers were ucrique and valuable features. 



COLLEGES WITH CLASSICAL SCIENTIFIC, AND LITERARY 

COURSES. 

There were twenty-three colleges having complete classical, scientific and lit- 
erary courses and holding charters of incorporation from the legislatures of States or 
regents of universities empowering them to confer the academic and honorary 
degrees. 

Some of these colleges presented very complete exhibits in every branch of 
study, and included nearly every chapter of each study. If you desired evidences of 
the extent to which the Latin and Greek classics were studied, you could find trans- 
lations of passages from all the best known authors. There were exercises in scan- 
sion and examinations on style, construction, the different periods of classic litera- 




BROTHER MAURELIAN, F. S. C. 
SECRETARY AND MANAGER. 



FINAL REPORT CATHOLIC EDUCATIONAL EXHIBIT. 141 

ture, etc. Selections from English authors were translated into Latin and Greek. 
Among such translations were the History of England and Grover Cleveland's Inau- 
gural of 1893. 

In philosophy there were Latin exercises from the text of Zigliara, Vallet, etc. 

In literature there were prize essays and compositions on every conceivable 
subject. The standard English authors, the best literary productions of our times 
and all the important questions of the day were noted in the literary exercises. 

Many colleges have literary and debating societies, of which the professors of 
literature act as critics, and thus cultivate a knowledge of Parliamentary tactics. 
These societies stimulate the study of history and literature and afford frequent op- 
portunity for the practice of oratory. 

One institution presented a schedule of weekly readings of standard literature, 
with series of examination questions at the end of each week. These readings ex- 
tended through a period of three years, and were carefully conducted in the advanced 
classes. 

There were examinations on the History and Philosophy of Literature, 
English and American Literature, Ancient and Modern History, Poetry, etc. 
In mathematics one college presented the solution by its students of every 
problem in Todhunter's Calculus. Every chapter in Astronomy, Analyt- 
ical Geometry, Conic Sections, Electricity, Dynamics, Chemistry, Physics, Phys- 
iology, Political Economy, Zoology, Hygiene and the effects of tobacco and 
alcohol on the system, Plane and Spherical Trigonometry, with applications to 
surveying and navigation, etc., etc., could be seen. Not only the text, 
but an intelligent and clear solution, with diagrams, drawings and pictorial 
illustrations that in many instances were as perfect as designs from an engraver's 
establishment. 

There were Herbaria, local and general, as evidences of expert botanists and 
good study. 

Chemicals from the laboratory, manufactured by students, were among inter- 
esting exhibits. 

Examination papers of students, on which the Degrees of Bachelor of Arts 
and Bachelor of Sciences were obtained from the University of London were also on 
exhibition. 

Concerning the study of civil engineering and other studies, " The Boston 
Pilot " has the following notice: 

" The essays of the older pupils, the mechanical drawings, the examples of 
work in wood and metal all give evidence of the great facilities offered by the Cath- 
olic institutions. The pupils of the La Salle Institute make the best showing of 
civil engineering in the exhibit, so it is said at the World's Fair. An idea of the 
questions treated and elucidated may bs gleaned from the drawings displayed. The 
surveying papers are likewise embellished with drawings. The examination papers 



142 FINAL REPORT CATHOLIC EDUCATIONAL EXHIBIT. , 

in natural philosophy treat of electricity, of levers, of gravity and of equilibrium of 
liquids, and each subject is made clear by several exquisite drawings. This is 
particularly true with electricity. Astronomy has every difficult point illustrated 
with a drawing, and the volume of papers on mensuration is a work of art. so 
many and so beautiful are the practical drawings. The wall pieces of this exhibit 
are mechanical drawings of ' Bridge Construction,' four different kinds of bridges 
being shown, also the mechanism of the ' Broadway Cable Railway ' and drawings 
of the 'Howe Truss.' the ' Burr Truss,' the ' Linville Truss,' two 'Plate Girders' 
and one ' Bridge Details." " 

Not only were the ancient languages found in the exhibit, but the modern 
were well represented. Besides the English, you could find a representation in 
the following languages: Bohemian, Celtic, French, German, Hungarian, Italian, 
Irish, Indian (Sioux), Low German, Lithuanian, Polish. Russian, Slavonian and 
Spanish. 

The study of religion was shown by essays on doctrinal subjects, church and 
Bible history, Christian philosophy, ceremonies of the church, examinations on tac- 
tics against infidels, controversial subjects, evidences of religion, history of the Chris- 
tian religion, etc., tradition and Christian doctrine. 

Photographs of brass bands, orchestras, halls with gymnastic apparatus, base- 
ball clubs, etc., gave evidence of the attention given to music and athletics. 

Nearly all colleges include Drawing in their course. The many notices to be 
found in the press reports make it unnecessary to say anything further concerning 
the architectural, mechanical, crayon or charcoal drawings and sketchings from 
objects or from nature, water colors, etc. 



High Schools, Academies, Collegiate Institutes and Commercial 

Schools. 

Among the 207 institutions numbered under this head were a large number of 
Convent Schools of high grade. There were no means of ascertaining how many 
of them were incorporated by State Legislatures authorizing them to confer aca- 
demic degrees, and whether their curricula included full collegiate and scientific 
courses. Neither the Catholic Directories nor the reports of the Commissioner of 
Education at Washington contain the desired information on this matter. 

What has been said of the thoroughness of instruction and excellence of work 
presented by colleges is equally true of the institutions here referred to. The amount 
of plain and ornamental pen-work which, in many instances, was similar to copper 
plate, was a puzzle to visitors, many of whom considered it impossible for young men 
and young la lies to do so large an amount of artistic school work. 



FINAL REPORT CATHOLIC EDUCATIONAL EXHIBIT. U3 

Judging from the work exhibited, very many of these schools of high grade 
approximate the courses of studies in classical colleges. The paintings, drawings, 
water colors, ornamental pen-work, hand-painted china, lace-work, embroidery nee- 
dle-work, and every conceivable variety of fancy work, was of such excellence that 
an art critic, after reviewing such work through the whole exposition, closed the 
article by these words: " The lingerie from the various convent schools is undoubt- 
edly the best at the Fair.' 1 

Some of the high schools and academies do not include Latin and Greek, but 
give advanced courses in English literature, mathematics and the natural sciences. 
Many of the commercial schools insist on an extended course of English, with alge- 
bra, geometry and mensuration. 

There is probably not a chapter in any branch of instruction, from the primary 
and kindergarten to the highest studies in the Normal College, Seminary and Uni- 
versity, that was not represented in the exhibits, and in a variety of ways. Wherever 
a diagram, a pictorial illustration or design would serve to add strength to the text, 
or clearness to the solution, it was embodied in the work. 

Journalists and educators who asked to be shown the exhibits for the purpose 
of describing them, after inspecting the work for several hours, declared it 
would take at least two or three weeks of study to enable them to write an intelli- 
gent review on the merits of the work. The second edition of the catalogue pub- 
lished in Chicago, gives a fairly complete list of what each institute exhibited. To 
describe the work of every branch in detail, as exhibited in all grades, would fill 
volumes. 

An incomplete list of the needle and fancy work is added to give readers an 
idea of the variety and amount of work exhibited: 

Plain and fancy sewing, mending, hemstitched handkerchiefs, hand-made 
undergarments, articles ready cut for machine, plain knitting, knit scarfs, hose, 
boots, sacques and capes, Isabella gown, gentleman's dressing gown, empire gown, 
ladies' and childrens' embroidered silk, linen and calico dresses and aprons, piano 
covers, dresser scarf, dresser sets, piano stool covers, banners embroidered, wreaths 
of paper flowers, fascinators, lamp mats, patch-work, table covers, satchet bags, 
shopping bags, bead work, silk neck-ties, celluloid calendars, Japanese basket toaster, 
fancy wheels, watch pocket, tray cloths, flannel skirts, jackets, infants shirt and 
cloak, child's cape, hood and dress; dress of white Indian silk, quilt, crochet tidy, 
canvas tidy, crochet cushion, crochet leggins, crochet slippers, painted tile table-top. 
Antependium painted on bolting cloth, banner with wasp's nest painted from 
nature, silk throws, satin cushions, bolster cover, head-rest of plush (silk embroid- 
ery), socks, mittens, tapestried sampler, pink head dress (zephyr and silk trimming), 
plush crazy quilt, embroidered picture of Madonna and child in gold, French and 
chenille embroidery, Roman embroidery on handkerchief, embroidery on silk in 
cross stitch, embroidered coverlet patch work and glove cushions, embroidered 



144 FINAL REPORT CATHOLIC EDUCATIONAL EXHIBIT. ■ 

altar cloth, center piece, etc.; embroidered suspenders. Antependium artistic pic- 
torial needle work, in colors; Japanese, Arrasene, German and Applique embroidery. 
Arab's head in bronze, response"; carved easel, of mahogany and cherry; hand-painted 
tire screen; wall pockets: card, handkerchief and glove cases; leather flowers and 
pictures; lyre made of wood shavings and shaped into leaves, flowers and berries; 
picture of a combination of water colors, moss, pebbles, etc.; Irish point lace 
handkerchiefs; specimens Honiton, Brussels and Irish point lace; black lace; inser- 
tion; Alencon, guipure, duchesse and torchon; altar lace and filet knit lace; 
plain lace; hand-made thread lace; pin cushion, trimmed with point lace; kid 
gloves. Gold and silver bullion work; eagle embossed in gold; inlaid work; paint- 
ing on glass, celluloid, silk and wood; plain and fancy hair work; picture, landing 
of Columbus, made of hair; Spanish drawn work, yoke and cuffs of fine tucks and 
drawn work; oak rocker embroidered; drawn work on splashers, tidies and handker- 
chiefs; hand-painted china, in Roman gold and from original designs; decorated china. 
Benediction veil, worked in gold, cape embroidered in silk and gold, set with gems; 
lace rachet and alb, missal, etc.; ciborium covers, cape, bourse, stole and alter veils 
embroidered; illuminated work on silk; illuminated altar covers; preaching stole, 
embroidered in gold; embroidered vestments; wax work, cross and roses, vegeta- 
bles, flowers, fruit, confectionery. 

Carola Milanis in the "New World " includes the following list from one of the 
Convent schools: 

The plain sewing comprises four varieties of stitching — running, back-stitch- 
ing, hemming and top-sewing. The specimens illustrate: flat seam, French double, 
antique, hemmed double and open, gathering, whipping, button-holes in linen and in 
dress material, tape, loop and strings on corner and middle, binding, slits with hem, 
with pieces, with cross, with broad band, strengthening slits with gusset, sewing on 
piping, fixing whalebones, herring-boning. The embroidery stitches used in prepar- 
ing this exhibit are: outline or stem, briar, feather and coral, satin, Queen Anne and 
weaving, bullion, bird's-eye, Kensington filling-in, beading, loop and knot, ladder, but- 
ton-hole and scallop, twisted, seed, border, cat, herring-bone, Persian, single briar, 
Leviathan, Roman, half Kensington, outline and salon foundation darned in Roman 
floss, Java canvas table mats in Grant embroidery silk, darned or embroidered net, 
netted insertion. Tatting displayed: plain edge, two-shuttle edge, ring, fringe, wheel, 
rosette, vandyke, insertion and edging. Lace displayed — Renaissance: double-twisted 
baf, plain button-hole Russian stitch, column insertion, Chester, plain and wheel 
branches, cones, net. 

The arts of cooking and baking were not forgotten by the Convent schools. 
Pupils were examined on " What to Eat and How r to Cook It," " What to Bake and 
How to Go About It." Photographs showing young ladies at work in the kitchen 
and bakery of Convent schools gave a practical view of the question. 

Object teaching was well illustrated, especially from schools of Maryland, New 



FINAL REPORT CATHOLIC EDUCATIONAL EXHIBIT. H5 

Jersey, California, Massachusetts, etc. Several albums of study of object lessons 
from Notre Dame of Maryland were much like Encyclopedias of Natural History. 



COMMERCIAL COLLEGES. 

Concerning the twenty-six chartered commercial colleges and commercial de- 
partments of colleges it must be said that the disylay of work in book-keeping, com- 
mercial law, stenography, typewriting, penmanship and all branches relating to busi- 
ness were fully up to the standard. Photographic illustrations of class rooms in 
commercial colleges fitted up in banking-house style and with printed business forms, 
college currency and cards representing the equivalent of merchandise, etc., indicated 
the practical methods adopted to familiarize students with the realities of commer- 
cial transactions. 



PARISH SCHOOLS. 



Nine hundred and sixty-one parish schools sent exhibits to the Fair. The 
editor of the " Social Graphic," Memphis, Tenn., pays the following tribute to the 
work. 

" It was said of a certain individual, that to know him was a liberal educa- 
tion ; and the World's Fair serves, not as the knowledge of one, but of many minds, 
to bring a broadened comprehension to visitors there and a truer touch with the 
advancing culture and progressive thought and tendency of mankind. Probably 
this is no more apparent than in the Catholic educational exhibit, which shows how 
the young idea is shooting nearly all over the world and the material evidence of the 
methods used to bring forth its best results. 

"I went through the entire exhibit, and was detained so long in the varied in- 
terests with which it abounds, that I did not then visit the other educational exhib- 
its, thinking to look at them with freshened interest and better relish when unsated 
and free from intruding comparisons; but I found many beautiful pictures of pro- 
fessors and their classes, and colleges themselves; I found books in which the varied 
alumnae were requested to register; I found cases of botanical specimens; but I 
found no attendant anywhere to answer my inquiries, I found no work of the pupils 
themselves, and though I know there are great schools there represented I know 
nothing whereby to express that belief nor to add to the simple statement that they 
are there. But the Catholics have their exhibits arranged in such wise that one 
may read and linger many hours, and every visitor is shown the utmost courtesy 
and attention, and so the Catholic educational exhibit is quoted far and wide as one 
of the most interesting points at the Fair. 



146 FINAL REPORT CATHOLIC EDUCATIONAL EXHIBIT. 

One involuntarily compares the Chicago with the New Orleans exhibit. The 
concentration of work at the latter place was noticeable; it is more so at Chi- 
cago and it has the heightened charm of the delicate handiwork and refining grace of 
the sisterhood. The Catholic schools have the advantage over the public schools. 
They are more flexile. In the public schools everything is done with the precision 
of machinery. There is a certain routine to be followed — nothing is allowed outside 
of that. The plants must all be a certain height; any which exceed that height 
are lopped off; those which do not come up to it are rooted out. 

In the Catholic school it is different; the schools are not united in systems 
and the teachers are more at liberl y to follow their own bent. While there may be 
disadvantages, I think they are overbalanced by the advantages in the result seen 
at Chicago — more diversity — while the practical is everywhere seen, the ornamental 
and aesthetic is nowhere neglected. The collectiveness is probably a great advan- 
tage. It impresses. 

A remarkable feature about the exhibit is the completeness with which every 
grade of school is represented. 

Another feature of the exhibit is the uniformity. All were interested in mak- 
ing a good show. Take any school at random, as we did, and you will find the result 
the same. Take, for example, the Glandorf Schools, Putnam county, Ohio, or the 
schools of Festina, Iowa ; not many of us ever heard of them before, but their pupils 
evidently felt that it was as incumbent upon them to make a good display as on their 
more aristocratic neighbors of New York City, Boston or Philadelphia, and they 
did so. 

Nor has all the work or exhibit been especially prepared for Chicago. Some 
of it has, but much of it extends over years, and illustrates the daily routine of the 
schools. It has been objected that there is a great deal of sameness throughout the 
exhibit. This we do not grant, and we think that any one who has gone carefully 
through the exhibit will agree with us. But even where there is a sameness, it but 
testifies to the excellence of the general system. He who is in search of the unique 
can easily find it. For instance, take the booth of Notre Dame Institute, Asquith 
street, Baltimore (an Academic institute), which, by the way, makes one of the best 
displays in the exhibit. The exhibits of this institute are original and unique in ev- 
ery particular — in titles, in binding and in contents. The examinations and work in 
physiology, for instance, is entitled, "Know Thyself;'' the work in linear drawing, 
11 Line by Liine;" that in crayon drawing, " Shadows of Substances," etc. This insti- 
tution also has some exquisite work in wax, and some rare imitations of natural 
flowers. 

Another thing that attracts the attention of the visitor is the excellence of 
the penmanship. The penmanship of some boys of 14 astonished educators who ex- 
amined it. It was hard to convince them that the work was genuine, until other 
writings of the same boys were shown them. The best pen-work in the whole ex- 



FINAL REPORT CATHOLIC EDUCATIONAL EXHIBIT. 147 

position is undoubtedly that of the De La Salle Penman's Club, in the Christian 
Brothers' department, and of the Canadian exhibit. 

One is in general so much taken with the ornamental work of the exhibit that 
he scarcely finds time to examine the ordinary class-work which is piled in count- 
less volumes throughout the exhibit; but if he does, he will strike a rich mine. He 
will, in the words of Dr. Selim H. Peabody, chief of the Department of Liberal 
Arts, ''think of the hundreds of thousands of fingers which have been employed all 
over this land in the preparation of this exhibit; think of the hundreds of thousands 
of figures and minds and teachers who have cared for the general exhibit; observe 
the great skill, the wisdom, the patience, the care, the consideration, which have 
been exhibited by all those who have had charge of gathering this exhibit, of put- 
ting it in place, and of keeping it before he great American people." 

To particularize to any great extent as regards the class-work is beyond the 
limits of an article of this character. 

After noting the exhibits of colleges, kindergarten, art, technical and other 
classes of schools, the writer continues: 

" It is hard to discriminate in a collection of the works of twelve hundred insti- 
tutions, and many things of interest are gone over by the necessarily casual inspec- 
tion of each booth. 

" You see all those wonderful laces and embroideries done in cloisters, and you 
realize that the golden thread in the loom of time surely caught most of its radiance 
in those sanctuaries. And then you go into that plain little office of Brother Maure- 
lian's, overlooking the glittering azure of the restless lake, and you sum up the infi- 
nite detail and grandeur of it all"; the patience of these teachers, who give up their 
lives not for greed nor gold, but for love; you think of the patience, the care, the 
daily rounds, with no surcease from labor, no recompense nor meed of praise; and 
you say, ' Surely, this is the love that passe th all understanding.' 

" But it is more than a moral sermon that comes to each thoughtful person 
who visits that wonderful exhibit. You realize that the youth of this country need 
the restraining influence of just such education as this; you realize that the best 
results must come from teachers who work not for gain, but from the highest mo- 
tives of their highest natures; you realize that those teachers are best unto whom 
has been transmitted through the years the deepening fervor and quickening intel- 
lect and improving methods of their lives' study. 

" You gauge the excellence of a thing by its result. The Catholic Educational 
Exhibit needs no pen nor praise in its behalf; it is its own eloquent barrister 
before the court of the nineteenth century." — Social Graphic, Memphis, Tenn. 

"Its parochial schools give a moral and religious training which is needful, 
and which, else, would not be provided for youth who without it would be likely to 
grow up with theories and impulses prejudicial to the social order. The Roman Cath- 
olic Church of New York is one of the city's powerful conservative forces, and no 



148 FINAL REPORT CATHOLIC EDUCATIONAL EXHIBIT. 

good citizen, whether he be Protestant, Jew or infidel, ou ht to desire to see its in- 
fluence weakened. It is arrayed against the pestiferous agitation which seeks to 
disrupt society and demolish all its safeguards. So long, certainly as it carries on its 
work of educating the young at its own cost, no one has any ground of complaint 
against its system of parochial schools; and the practical proofs of the usefulness of 
that training which the coming exhibition will afford should bring satisfaction to 
the whole people. 

" This is a time when society needs to encourage and assist every earnest and 
intelligent effort to provide an antidote for the poison its enemies are striving to 
inject into its veins." — New York Sun. 

Language fails in the attempt to describe the exhibits of the 994 parish 
schools. Professor Edwards said truly that the parish schools were the pride of 
the exhibit, for it is to them the greatest sacrifices were made "by our prelates, our 
clergy, our people and our religious teaching orders of men and women." 

Many parish schools have one or more classes for advanced pupils who pre- 
sented class-work, drawings and fancy work that would have been very creditable to 
academies. 

Bishop Ryan, of Alton, wrote: "The innumerable toils and sacrifices of the 
most devoted men and women are behind thorough Catholic education." This is a 
strong tribute from the distinguished prelate to the reverend pastors who in untold 
hardships and every sacrifice, financially and otherwise, built and maintained these 
schools, and to the noble army of religious teachers of men and women who devote 
their lives to the "intellectual, moral and religious education of youth," which Du- 
panloup calls " a divine work " and " the highest human work that can be peformed. 



Professional Art Schools and Art in Catholic Schools. 

There were four professional art schools and scores of art departments from 
Catholic schools represented in the exhibit. 

According to the judgment of competent artists and reputable critics, the 
work from the professional art schools and that from advanced pupils in the art de- 
partment of Catholic schools, was unquestionably of a high order of merit. 

A few amateur critics seemed unable to discriminate between the work of be- 
ginners in schools and that of advanced pupils, and betrayed their want of judgment 
and experienoe by declaring these exhibits devoid of merit. 

The editor of the social " Graphic," of Memphis, Tenn., a competent and well- 
known artist and critic, in speaking of the reflection cast upon the work by such 
would-be critics, says: 

" True, all criticism has not been favorable. It would, indeed, be the greatest 
of all surprises if it should be. One of these unfavorable critics is Miss S. A. Walker, 



FINAL REPORT CATHOLIC EDUCATIONAL EXHIBIT. 149 

who wrote for the ' Independent ' a review of the sculpture at the World's Fair, with 
notes on art schools. 

" There is a large exhibit from Catholic schools," she says, " of a decidedly 
stale and impotent character. In fact, the art work is a nightmare and a proof that 
the teachers do not know what is being done outside their immured and sequestered 
domain. Let us hope that they will visit their exhibits and compare them with the 
work of non-sectarian institutions, and, if so, the World's Fair is not in vain." A 
search through the entire educational exhibit fails to show us anything worthy of 
consideration in the line of art outside of the Catholic exhibit, except the work of 
regular art schools, such as the Philadelphia School for Women, the Cooper Art 
Union, the Artists' League, etc. It is with this work, in all probability, that Mss 
Walker wishes to compare the work of children, many of them with primary and el- 
ementary grades. Or, perhaps, in the fullness of her artistic judgment, she has im- 
agined that the work of the school children should compare with the productions 
found in the art gallery, and should equal, if not surpass, the creation of Sir Freder- 
ick Leighton, Sir John Millais, and others of the same class. 

Very likely, if there were more studies of the nude to be found in the educa- 
tional exhibit, the graduates of the Parisian art school would find more to praise, 
less to condemn. Strange that in some mysterious and paradoxical manner the nude 
covers a multitude of artistic sins. 

" No objection should be made to honest criticism. That most of the art work 
in the educational exhibit is crude is very true, being the work of beginners; but 
that very crudeness expresses an honesty that denies the aid of perceptors and the 
touch of the guiding hand. But it is not all crude, not all imperfect. 

" The most delicate art work, such as painting in oils and water colors, em- 
broidery, etc., is found in the exhibits from the girls' schools and academies. 

" The illuminated pen-work from the Sacred Heart Academy is superbly de- 
signed and executed, as also some painting on china in one of the smaller exhibits. 

" In pen and ink sketches there is some noticeably fine work and several re- 
markably good crayons, one of a Mater Doloroso in the European exhibit from Val 
ladolid would take a high place in any collection. But it is in the more useful arts 
that the boys' schools excel. The geometrical and linear drawings from the French 
schools of the Christian Brothers, as well as from the schools in this country, are 
perfect, and evince the accomplished draughtsman, as well as the student." 

The following extracts are from the lecture of Eliza Allen Starr, published in 
the " New World: " 

" The Catholic Educational Art Exhibit, in its entirety, is admitted to be a 
triumph, showing how powerful have been the motives at work among our Catholic 
educators, and showing, also, the noble material under their hands. 

We consider this especially true of the exhibits in the mechanical drawing 
and its mechanical results. Nothing in the Educational Department of the World's 



150 FINAL REPORT CATHOLIC EDUCATIONAL EXHIBIT. 

Columbian Exposition having rivalled them in thoroughness of method, accuracy of 
execution or mental dignity. One institution, " The Professional School of St. Nich- 
olas/' in Paris, France, shows what results are possible to our Catholic Art Edu- 
cational training in this direction, under favoring circumstances, having specimens 
on exhibition of brass- work; wood-carving; wood-engraving; map-engraving; model- 
ing in clay; furniture in hard wood, exquisitely carved and polished; a set of band 
instruments, in German-silver and brass; machinery in steel and brass; optical 
instruments; surveying instruments; the actual drawings of original architec- 
tural designs, with text printed and bound in the same institution. But 
we are inclined to dwell upon exhibits from institutions, like those of the 
Christian Brothers in our own country, which have come up under the same 
influences and have conquered the same difficulties as those alluded to in our 
opening sentence. We have found nothing under the head of our public school 
instruction or manual training, which can compare with the exhibits from 
these institutions; while we find among them, not only huge folio- volumes 
complete in the showing forth of their system, from the first line exercises through 
the progressive steps by which their excellence has been attained, but admirable 
text-books, fully illustrated, and printed and bound by their own pupils; by which 
this "systematized system,'' as we may well call it, can be promulgated and its 
practice facilitated in those districts of our vast country which we have hitherto 
regarded as remote from civilization. It is not, therefore, from a favored Manhat- 
tanville alone, or a New York Protectory, or any other noted De La Salle Institutes, 
that these exhibits have come, but from every Dioscesan school for boys which 
appears in the exhibits. These specimens make a notably universal feature in these 
departments, and are carried to wonderful perfection— giving us the very objects 
represented by the drafting-pen or pencil, in ac ual production and in their appro- 
priate materials; and in many cases, very intricate in character. One device for 
giving an intelligent knowledge of every architectural detail connected with arches 
and bridges is particularly interesting— being a plaster cast which can be taken 
apart in a way to satisfy a Brunelleschi as to every interior detail, and these can be 
drawn by the pupils while thus detached. 

The results of these studies, moreover, under simpler conditions and less var- 
ied scope, are to be seen in the wood-carvings from the deaf mute schools of Chicago 
and Buffalo, and from the colored and Indian schools of Pine Bluffs, Montana, South 
Dakota, New Mexico and other points. The practice of mechanical drawing in our 
Catholic schools has found a powerful advocate in these exhibits, showing how 
thoroughly the subject has been mastered by our Catholic educators, and how stead- 
fast have been their efforts to make it a factor in the future of our Catholic boys. 

But while giving this large praise, we do not forget that the widest mechani- 
cal training will not make an artist, while a genuine artist can be trusted to master 
mechanical difficulties; as was proved ages since, by Leonardo da Vinci and Michael 



FINAL REPORT CATHOLIC EDUCATIONAL EXHIBIT. 151 

Angelo, both of whom wrought prodigies in the art of construction. To the artistic 
training, then, of our youth, we must apply ourselves as educators with a full 
appreciation of this distinction. Few of our Parochial schools have admitted into 
the primary grades the primary methods of studying forms and colors; but once 
admitted, their success has been something surprising. The kindergarten work, 
also, shows a quick adaptability on the part of t.achers and pupils; and when the 
advance of drawing from objects has been made, we are astonished at the celerity 
with which the initiatory steps have been accomplished. * * * Upon 

diligent search, we found that original work was given in nearly, perhaps every 
Parochial exhibit; and this, too, in general,\ thoroughly excellent; the fault lying in 
the scarcity rather than quality of the work. * * * * 

St. Benedict and Scholastica's Academy, Chicago, has given an unmarred ex- 
hibit of graded original work: the studies in black and white being made, first, from 
simple objects, then from leaf, fruit and flower 'forms in plaster; of hands, feet, ears; 
and finally the full casts from the antique, with very beautiful arrangements of 
still life and flowers in color and with a charming grace of touch; all under the 
hand and eye of the religious of the order; and it is worthy of note, that the Eph- 
pheta School for deaf-mutes, gives an exhibit of just as thorough a course in every 
respect, so far as to charcoal drawings from the antique heads and even modeling 
in clay. 

Another art school, with no other patronage than that of the attending pupils, 
has had the courage to practice the highest principles of art in the dictation and 
object lessons; light and shadow; the drawing of trees before leafage, studies from 
still life; casts from the antique; heads and the draped figure from life in color; the 
full perfection of groups in flowers and fruit; landscapes in color and landscape 
back-grounds for the floral compositions, in a manner to rival — we use the word ad- 
visedly — the exhibits of the best chartered "Art " institutions to which flow dona- 
tions by the thousands, in order to augment attractions and resources and thus 
stimulate patronage. 

The good work of original study, has been not only begun, but it is bearing 
fruit. A grand courage, and devotion to the cause of original art-work is needed; 
but this cannot be lacking with those who have, already, overcome so many 
difficulties. 

Our religious ladies, even if they be cloistered nuns, so long as they are 
pledged to educational duties, are not slow to find ways of supplying their lack of 
intercourse with the outer world, or the advantages of contact with the improved 
methods of instruction. To a keen perception of what will advance their pupils, 
place them on a level of advantages with the pupils of other schools, is added the 
profoundest of all motives for securing every possible perfection in their own work, 
and to inspire the love of this perfection in their scholars. To this, indeed, we 
must attribute the rapid advances made by them in the direction of original art 
work. 



152 FINAL REPORT CATHOLIC EDUCATIONAL EXHIBIT. 

The parochial schools, for girls, embracing, as they now do, the primary, gram- 
mar and high school have only to emulate the zeal shown by the educators of 
boys in mechanical drawing, to establish preparatory departments for any line of 
artistic study; lifting the tides of feminine ocupation beyond any one's present con- 
ception; unless of the artist who is a teacher as well, and delights, above all things, 
in the development of the natural resources of the pupils under the eye and hand. 
Keep carefully, let us say, to the primary studies in your primary grades, and the 
higher grades will take care of themselves. Do not imitate blindly anybody's sys- 
tem, but if a system has worked well, acquaint yourself with its valuable points 
and secure the interest of the pupils by an original working, it may be, of the system 
itself. Above all, do not fall into academic barrenness by denying color to children 
who delight in it. Do not force them to work out their necessary course in black 
and white even, without judicious relaxations. 

For instance, keep to your black and white during the winter season; but 
with the coming of the flowers in spring, allow these young hearts and imaginations 
to bud out and array themselves in the tints of the flowers of the field. You will 
thus give them an idea of the significance of the seasons, which our hot-beds for 
vegetables and green-houses for plants, have well-nigh destroyed; and never forget — 
that the enjoyment of beauty is one of the necessities of the human being. 



INDUSTRIAL, SCHOOLS, 

Among the exhibits from twenty-eight Industrial Schools the Papal Josephi- 
nium College, Columbus, Ohio, takes very high rank for its beautifully carved and 
polished Gothic High Altar of oakwood, with red and white mahogany, 28 feet high 
and table 9 feet long. Expert mechanics pronounced the work very perfect, and a 
great credit to the students. 

The Boys' Catholic Protectory of Westchester, N. Y., had a meritorious exhibit 
of class-work, drawings and relief maps. In industrial work it exhibited clothing from 
the tailoring department, shoes and stockings from their factory, chair-caning, elec- 
trotype plates, printed books, etc., views of buildings, classes, work shops, brass band 
and cadets at drill. St. Francis Industrial School at Eddington, Pa., founded by the 
Misses Drexel, exhibited stone cutting, plumbing, carpentry and forging, along with 
excellent class-work and drawings. 

Of Industrial Schools for Boys, the foregoing were the largest and most 
valuable. 

St. Vincent's Industrial School, Utica, N. Y.; St. Mary's Training School, Fee- 
hanville. and St. John's Protectory, West Seneca, N. Y., likewise had important ex- 
hibits, as can be seen in the catalogue. 






FINAL REPORT CATHOLIC EDUCATIONAL EXHIBIT. 153 

Of Industrial Schools for Girls, the largest exhibits were from the Girls' Cath- 
olic Protectory, Westchester, N. Y.; St. Francis' Technical School, San Francisco; 
St. Paul's Industrial School of Brooklyn, Industrial School of Mercy, Brooklyn; St. 
John's Home, Brooklyn; Convents of Good Shepherd, Chicago and Cleveland. 

The needle work, embroidery, etc., has already been referred to at length under 
the heading of Convent Schools. 

The display of fancy needle work from the House of Good Shepherd, Chicago, 
was valued at $1,600. 



DEAF MUTE SCHOOLS. 

The Ephpheta School, Chicago; Le Couteulx St. Mary's Institute, Buffalo, and 
Maria ConsiliaB School, St. Louis, exhibited good work from deaf mute children. 
The wood carving, modeling and other work fully deserved the words of praise which 
the press accorded these exhibits. 

The system of sign teaching for deaf mutes from the schools of St. Etienue 
(Loire), Bourg (Ais), and Besancon (Doubs), France, was studied by many persons 
interested in teaching deaf mutes. 



ORPHANAGES AND INFANT ASYLUMS. 

Twelve Orphanages and Infant Asylums shared in the exhibits. The quality, 
amount and variety of industrial work exhibited from some orphanages is proof of 
the intelligent zeal and charity with which these children are trained for earning 
a livelihood. Several of the exhibits from orphanages were like those from a pros- 
perous millinery establishment. The class-work, kindergarten and drawings from 
the twelve institutions under this heading were worthy of the zealous religious in 
charge. 



KINDERGARTEN. 



Kindergarten work was not only a prominent feature in the Catholic Educa- 
tional Exhibit, but it presented novel features and proved that kindergarten had 
been introduced in Catholic schools all over the United States. 

The most ingenious, the largest and best display of kidergarten work was 
from the Archdiocese of San Francisco. 



154 FINAL REPORT CATHOLIC EDUCATIONAL EXHIBIT. 

SCHOOLS FOR COLORED CHILDREN. 

Among the exhibits from schools for colored children were: 

St. Joseph's school, St. Augustine, Fla. 

St. Peter Claver's, Lexington, Ky. 

St. Rose School, Bay St. Louis, Miss. 

St. Joseph's School, Natchez, Miss. 

St. Benedict's School, Pittsburgh, Pa. 

The most remarkable school for colored children was the Colored Industrial 
Institute of Pine Bluff, Ark. There was no exhibition from colored children at the 
World's Fair to compare with it. 

The following list of matter does credit alike to the Reverend Pastor and the 
Sisters of Charity of Nazareth, in charge: 

Two volumes arithmetic, 2 volumes geography, 2 volumes United States His- 
tory, Grammar and Popular Science, 1 volume map drawing, 1 volume book-keeping 
and 1 volume orthography; 65 specimens of industrial work, viz: 10 specimens of 
dressmaking, 6 boy's wear, 4 men's wear, 5 drawn work, 6 knitted work, 7 crotchet 
work, 3 darning, 4 embroidery, 22 plain sewing, 2 geographical maps, 1 photo of 
Bishop Fitzgerald, 1 photo of Directors, 1 Scott's Album with 100 photographs of 
churches, schools and clergy of Arkansas, and illustrated description of Nazareth, the 
Mother House of the Sisters of Charity; 300 catalogues, 20 " Historical Sketch " of 
the Catholic Church of Arkansas, from 1541 to 1892; 1 chart of studies and names of 
pupils, 36 miniaturebales of cotton, planted, cultivated and picked by the pupils. 



INDIAN SCHOOLS. 



There were eight Indian schools in the exhibit. The work was very creditable.. 
A number of Indian Missions from the Diocese of Sioux Falls were represented, 
as also schools from Bernalillo, N. M.; Tucker, Miss.; Rensalaer, Ind.; Helena, Mont.,, 
and the industrial schools from Harbor Springs, Mich., and Keshena Reservation,. 
Wis. The last named school had a large and meritorious exhibit. 



SPECIAL AND INDIVIDUAL EXHIBITS. 

Attention is invited to the list of special exhibits in this Report. The rare 
maps, manuscripts, papers, documents, books and historical church relics were ex- 
amined with deep interest by visitors, and afforded valuable information to students 
of history. 



FINAL REPORT CATHOLIC EDUCATIONAL EXHIBIT. 155 

Exhibits from Institutions of the Brothers of the Christian Schools 
of France, Spain, Belgium and England. 

After being charged with the installation of the Catholic Educational Exhibit 
of the United States, it occurred to me that the many special schools existing in 
Europe would be a valuable object lesson to this, our young and enterprising 
country. 

These special schools are the natural outcome of fully developed and densely 
populated countries and of an older civilization. I therefore besought the most Hon- 
ored Brother Joseph, Superior-General of the Brothers of the Christian- Schools, to 
give my request a favorable hearing for an exhibit of the various classes and grades 
of schools of the Brothers in Europe, and more particularly of professional and spe- 
cial schools. 

The Most Honored Brother Superior graciously entertained my petition and 
assured me that as a mark of respect for the American Catholic Hierarchy, by whom 
the invitation had been issued, he would cheerfully order the preparation of the 
desired exhibits. 

The Brothers' schools from Europe included normal institutes, professional art 
schools and schools for the training of skilled mechanics, institutes of agriculture r 
viticulture, mining, etc., commercial schools, colleges, industrial schools, orphanages, 
schools for deaf mutes, boarding schools, intermediate and primary schools. 

The limit of this brief report forbids a detailed description of the valuable and 
extensive exhibits from Europe. To do justice to the literary and scientific work of 
the advanced schools, the special schools of art, of agriculture, of viticulture, of min- 
ing, of schools of drawing, of commerce, etc., would require a large volume. The sci- 
entific and literary work, the original art work, in painting, sketching, architecture, 
perspective, decorative, geometric and ornamental landscape drawing, the illuminated 
work, ornamental pen work, skilled work in the mechanic arts, teaching of deaf mutes, 
etc., etc., deserve a more extended notice than can be here given. 

The following press notices appeared concerning these exhibits during the 
World's Fair: 

[Chicago Daily Inter Ocean, September 6, 1893.] 

Evans — What is he, William, that does lend articles? 

William — Articles are borrowed of the pronoun, and be thus declined: Sin- 
gulariter, nominativo, hie, haec, hoc. 

Evans — Nominativo, hig, hag, hog; pray you mark: Ginitivo, hujus. Well,, 
what is our accusative case? 

William — Accusativo, hinc. 

Evans — I pray you have remembrance, child. Accusativo, hing, hang, hog. 

Shakespeare wrote the comedy from which the above extract is taken about 
the year 1600. It gives an insight into the manner in which children were once made 



156 FINAL REPORT CATHOLIC EDUCATIONAL EXHIBIT. 

begin their studies. Before they obtained an idea of the construction of their own 
tongue, they were expected to study Latin. For ages this system had been in use. 
About fifty-one years after Shakespeare had written " The Merry Wives of Windsor" 
a child was born in France who completely reversed the method then in use by edu- 
cators. He spoke, and the world listened. Another Columbus, v he led the way to 
shores unknown. Beneath the magic of his genius the clockwork of a complete ed- 
ucational system was set together. It has been running for the past two centuries. 
Yesterday added nothing to it. To-day looks on it in admiration. To-morrow will 
cherish it as heaven's fairest gift to man. The child who lived to inaugurate the 
change became a Catholic priest and the founder of an order of men whose lives are 
sacrificed on the altar of education. 

WORK OF THE AUTHORS. 

His sons are known to the world as the Brothers of the Christian Schools, and 
France has raised monuments to the blessed Jean Baptiste de La Salle. In the 
Catholic educational exhibit at the World's Columbian Exposition vast quantities of 
the work from the schools of these Christian Brothers may be seen. Not only have 
their institutions in this country taken part in the display, but on special invitation 
their establishments in Europe have sent on some of the most creditable work to be 
found in the educational section of the Liberal Arts building. From France and 
England, from Belgium and Spain have come some displays that would heap honor 
•on whatever exhibit might chance to have them. They are part and parcel of Cath- 
olic education, and their proper place is where they are found, in the Catholic edu- 
cational exhibit. The greater part of this foreign work is from France. The Broth- 
ers of the Christian Schools are more numerous there than in any other part of the 
world. Their superior, Most Hon. Brother Joseph, suggested the propriety of ac- 
cepting the invitation made by the managers of the Catholic educational exhibit, 
and as a consequence over one hundred foreign institutions responded. That little 
invitation went far and wide, for I find on the catalogue a school on the Isle of Mau- 
ritius credited with " three copy-books on cyclones." Prompted by curiosity, which 
followed the astonishment felt by seeing so much matter from such representative 
establishments, I counted the actual number of articles sent. Here is the result: 

Copy-books, students' class-work 5,086 

Volumes of students' class- work 79 

Separate sheets of students' drawings 1,008 

Copy-books containing students' drawings 419 

Volumes of students' d rawings 148 

Volumes of students' patterns for tapestry, weaving, etc 4 

Various collections of specimens 25 

Large maps 30 

Various charts 11 



FINAL REPORT CATHOLIC EDUCATIONAL EXHIBIT. 157 

Specimens of students' handicraft: 

Specimens of brasswork 6 

Specimens of woodwork and furniture 42 

Specimens of iron work (machines, etc.) 79 

Specimens of traveling appurtenances 5 

Specimens of optical instruments .■ 40 

Specimens of wood engraving 6 

Specimens of musical instruments 17 

Specimens of map engraving , 14 

Specimens of printing and bookbinding 24 

Specimens of modeling in clay ' 7 

Annals of an agronomical station 20 

Such a display is simply astounding. Rest assured, not a copy-book, not a 
sheet of drawing, not a specimen in this exhibit would have been sent were it 
not creditable. That one hundred institutions would be able to heap together such an 
immense mass of matter, which they fearlessly set before the eyes of the world, is 
indeed marvelous. Had such a thing been done at a time when education was nar- 
rowed to a few we might have attributed the boldness of the exhibitors to the con- 
sciousness that the great mass would be unable to criticise. But in this latter day, 
when everybody has been to school, behold the convincing evidence of an untrammeled 
triumph. There is no denying the silent evidence of those thousands of copy-books, 
those hundreds of volumes. Impossible that a few bright students coul d have done 
it all. The entire coterie of students in each school must be grand. The method 
which these men have pursued must be the best. And that method is bright with 
its two centuries of use. Those 5,086 copy-books and those seventy-nine volumes of 
class work cover the entire scope of a liberal education. 

Literature, the sciences, the mathematics, history, religion, pedagogy, fancy 
pen work, agriculture, botany, zoology, physics — nothing seems to have been omit- 
ted. These copy-books are not material prepared for the Fair. Just the plain, 
every -day class-work of the students. Some contain the dictation exercises with 
the corrections in red ink. Others contain the synopsis of various lessons actually 
given in the class-room. Thus not only do these teachers display the actual work of 
their pupils, but they use the work in demonstrating the methods pursued in in- 
structing their charge. 

A LABOR OF LOVE. 

Be it said to their eternal credit that this work bespeaks a labor that only 
jove for the cause of education could have prompted. It is an evidence of pains- 
taking in teaching, the working demonstration of the methods that the priest-edu- 
cator of the seventeenth century taught his followers to pursue, and a grander tes- 
timony to the genius of Jean Baptiste de La Salle than granite heaps and marble 
groups. And then that drawing. I never dreamed that boys at school could be 



158 FINAL REPORT CATHOLIC EDUCATIONAL EXHIBIT. , 

made to arrive at such perfection with their pencils or their stubs, their pens or 
their brushes. There is no half-way business in their work. The drawings display- 
ed in certain other sections of the educational exhibit are child's play contrasted 
with these specimens. Do you for a moment believe that these foreign institu- 
tions would dare to send to this exposition drawings that would not reflect 
credit on them? It will astonish even those familiar with such matters to note the 
variety of this work. 

They are linear or ornamental, freehand or geometric, perspective reliefs, ar- 
chitectural plans and elevations, mechanical drawing, water colors, original designs 
and patterns for tapestry and silk weaving, decorative painting and patterns, draw- 
ings for sculpture and iron work, studies in shades and shadows, studies of faces 
and studies of figures — in a word, it is the work from a superb art school that deals 
with minutest detail as well as the broadest generality. There is an institution, 
however, that to the eye of the practical American, bears its own recommendation. 
It has sent over the most extensive of the displays from foreign shores to be seen in 
the Catholic Educational Exhibit. We have heard a great deal of talk as to what 
the manual training advocates propose doing for our country in this day of rapid 
attainment to ease and wealth through the channels of commerce. So brilliant has 
been the triumph of some in this regard, and so numerous those whose success was 
more than merely mediocre, that the bench and the vise of the handiworker has 
been left severely alone by our young Americans. 

IN FAVOR OF HANDICRAFT. 

It is evidently necessary to check the tide, and to work up a sentiment in 
favor of the handicrafts. This was not necessary in the days of Tubal-Cain. He 
was an iron-worker who loved his art for the art's own sake. In time of peace he 
fashioned the plow. In the days of war his anvil rang as his hammer shapened 
the sword. The very pride he took in his work was his main recompense. If an 
appeal were made to the lucrative greed that characterizes our American youth, we 
would quickly perceive the rapidity with which the handicrafts would rise in popu- 
lar estimation. Let them once become convinced of emoluments rapidly following 
a trade education, and they will unhesitatingly regard it as a very desirable thing. 
If their work, even from the school bench will be accepted in the market, hundreds 
of young men will abandon the lame idea of writing bills, or measuring calico, or 
weighing flour, to seek what will pay them equally well, while it assures an inde- 
pendence of which the man in the office and the dry goods clerk are ignorant. Such 
a purpose is accomplished by an institution in Paris managed by the Brothers of 
the Christian schools. It is known as the " St. Nicholas Professional School." Its 
showing at the World's Columbian Exposition is remarkable. Indeed, it is the 
crowning glory of the Catholic educational exhibit. Philanthropists with money to 
use in the line of benefactions, would do well to study the display made by this in- 
stitution. It is a boarding establishment, to attend which the students pay a cer- 



FINAL REPORT CATHOLIC EDUCATIONAL EXHIBIT. 159 

tain tuition. Besides pursuing the ordinary branches of a common course of 
instruction, each student is serving an apprenticeship to the trade of his choice. 
Skilled workmen are the professors of the shops. The shop class-rooms are the 
factories whence certain business establishments in France obtain goods. The bus- 
iness houses pay the skilled workmen for their tutorship. 

EXCELLENT RESULTS. 

Whatever work the student does he must do well. Material cannot be wasted. 
Consequently from the moment he starts he is called on to do his best. Hence the 
marvel of the wonderful showing made. The brass work displayed in magnificent. 
From the center of the alcove in which this exhibit is, hangs a beautiful church 
lamp. It is of a Romanesque pattern and is studded with gems. Some six or eight 
feet high, it is the wonder of all who see it. Besides this, there is on exhibition a 
reliquary, candelabra, andirons and similar objects, all of which call for and have 
received artistic ornamentation. Thirty-seven specimens of furniture are there to 
tell of the students' work in this line. Four pieces of this are elegantly carved and 
polished. The two most striking pieces are the library case, now filled with musical 
instruments, and a beautiful desk which stands at your left as you enter at the south 
door of the pavilion. The delicacy of the carving on these articles will rival the 
work done by that nation of wood carvers, the Swiss. In the case at the right hand 
corner as you enter, are the instruments of precision. Among these are telescopes, 
microscopes, and surveying instruments with Vernier attachments, Steel and brass 
machinery are there. The wood engravers' department has six beautiful specimens — 
traveling appurtenances, map engraving, printing and book-binding, copies from the 
class-room, drawings from the studio. Papers on style or natural history, on chem- 
istry and physics, everything that goes to make up an ideal establishment in curric- 
ulum, method, and success, may be seen in this display. The matter sent needs no 
praise. It sounds the praises of those with whom education seems to have its wid- 
est meaning. 

JEAN BAPTISTE DE LA SALLE. 

The children of Jean Baptiste de La Salle are men whose only purpose in life 
is education. They are following to-day the rule of life he laid down for them and 
the system of pedagogy his genius developed 200 years ago. The very costume he 
bade them wear in the latter part of the seventeenth century they have worn 
through the eighteenth and are wearing at this waning of the nineteenth century. 
Verily, he builded well. The problems that to-day are vexing the educators he grap- 
pled with 200 years ago. And he solved them. Unhesitatingly he made religion a 
part of his plan. Nay, more; not merely religious instruction, but religious educa- 
tion. In order to accomplish this his followers lead a life of renunciation and labor. 
He knew 200 years ago, they know to-day and so do we, that mere instruction in re- 
ligion is not the panacea for human ills. The penitentiaries and the houses of cor- 
rection are filled with people who know better. Their heads are right. It is their 



160 FINAL REPORT CATHOLIC EDUCATIONAL EXHIBIT. 

hearts that are wrong. To set these right is the why and the wherefore of the 
Brothers of the Christian Schools. And the marvel of it all is that, laboring for this 
purpose first, they manage to be superior in all other things they teach. — Chicago 
Inter Ocean. 

" The work of the French schools taught by the Christian Brothers excels that 
of the United States in penmanship, drawing, manual training and commercial in- 
struction. No penmanship like that of the French Catholic scholars can be found 
anywhere. Superb illuminated books of penmanship, ornamented by beautifully 
colored illustrations, are shown side by side with the very beginnings of penmanship 
as represented by the straight and curved lines. The study of geography in France 
is exemplified by maps, plaster casts, etc., showing the methods of Brother Alexis of 
Paris. The scientific schools of France have a wonderful exhibit in compact form. 
In one small booth is shown a fine herbarium collection, samples of the science of 
grafting, specimens of mineralogy and geology and drawings illustrative of carpet 
weaving and architecture. In this same booth all the imports and exports of France 
in miniature are mounted and framed. But it is in the exhibit of the famous trade 
school of St. Nicholas of Paris, that the climax of the French Catholic exhibit is 
reached. Here are shown beautiful and finished optical instruments, drums, church 
ornaments, chandeliers, candelabra, delicately-carved cabinets, trunks and many 
other useful articles of the industrial arts. It seems incredible that mere boys could 
have turned out such splendid work without the aid of older and experienced mas- 
ters.' 1 — Minneapolis Evening Journal. 

"Do you desire technical work of a high order? Visit the exhibit of the 
school of St. Nicholas, Issy, Paris. See that set of brass instruments, the work of the 
pupils. Go down to the floor of the Manufactures' Building and compare that work 
with that of Lyon and Healy in the musical department and justly concede which 
is the better. 

" This school of St. Nicholas is one of the grandest philanthropic institutions 
in the world. It was established in 1827 by Monseigneur de Bervanger and M. le 
Comte Victor de Noailles and passed into the charge of the Brothers of the Christian 
Schools in 1859. It is of a private character and is presided over by the Master Archi- 
tect of Paris, who supervises the work done by the pupils. A well-known firm of Paris 
is the patron and it pays for the services of the director. All work is rejected unless 
perfect. Over one thousand boys are now serving their apprenticeship there and be- 
sides becoming proficient mechanics, their religious training and moral pruning will 
make worthy citizens of them. In this collection is a magnificently carved cabinet 
besides much repousse work and altar hangings and steel and iron work." — Social 
Graphic, Memphis, Tenn. 

Readers will understand the thoroughness of the schools by the following staff 
of Professors required at the Agronomical Station of the Brothers' Agricultural Insti- 
tute at Beauvais, France: 



FINAL REPORT CATHOLIC EDUCATIONAL EXHIBIT 161 

1. Director in Charge. 

2. Expert Chemical Analyst. 

3. Experimental Agriculturist. 

4. Rural Economist and Accountant. 

5. Expert in Zootomy: Epizootic and Veterinary Surgeon. 

6. Professor of Arboriculture and Horticulture. 

7. Agricultural Geologist. 

8. Professor of Physics and Chemistry. 

9. Professor of Mathematics. 

10. Professor of Rural Jurisprudence. 

11. Professor of Apiculture and Meteorology. 

12. Expert Botantist. 

13. Professor of Zoology. 

Every year a printed report is furnished the government. A young man 
who has mastered the course here knows how to produce to the utmost limit from 
the soil and without impoverishing the land. 



COLUMBIAN LIBRARY OF CATHOLIC AUTHORS. 

An appeal was made to Catholic authors and publishers to contribute to the 
establishment of a complete library of Catholic authors in print in the English lan- 
guage. 

The time was too limited to complete the collection. About three thousand 
volumes were contributed. Eight hundred and fifty-five authors whose names are 
known are represented in this library. Of three hundred and thirty-nine volumes 
the names of authors or translators are unknown. 

The Jesuit Fathers of London, Rev. H. J. Coleridge and Rev. John Morris, 
sent 128 volumes of which the Jesuit Fathers are authors. 

There are in the collection a number of French, Latin, German, Spanish and 
Italian books. There are 225 autograph letters from authors and publishers, the 
result of correspondence concerning the Columbian Library. Many of the volumes 
were contributed by authors. The following publishers deserve credit for gener- 
ously contributing their publications: 

W. H. Allan & Co., London, Eng.; Appleton & Co., New York City; Art and 
Book Co., London, Eng.; Benziger Bros., New York and Chicago; Brown & Nolan, 
Dublin, Ireland; Catholic Publication Society, New York; W. J. Cahill, London, 
Eng.; Robert Clark &, Co., Cincinnati, Ohio; F. De Richmont, Watertown, N. Y.; P. 
F. Fletcher, London, Eng.; M. H. Gill & Son, Dublin, Ire.; I. J. Griffin, Philadel- 
phia, Pa.; St. Anselm's Society, London, Eng.; Burns & Oates, London. Eng.; Black- 
wood & Sons, London, Eng.; Denis Lane, London, Eng.; Straker & Sons., White- 



162 FINAL REPORT CATHOLIC EDUCATIONAL EXHIBIT. 

friers, Eng.; John Hodges, London, Eng.; P. F. Cunningham & Sons, Philadelphia, 
Pa ; McMillin & Co., New York and London; Catholic Truth Society, St. Paul, 
Minn.; Catholic Truth Society, London, Eng.; Patrick Fox, St. Louis, Mo.; Harper 
& Sons, New York; Hoffmann Bros., Milwaukee, Wis.; B. Herder, St. Louis, Mo.; 
J. S. Hyland, Chicago, 111.; Kegan Paul, Trench, Trubner & Co.; H. L. Kilner & Co., 
Philadelphia, Pa.; Lee & Shepherd, Boston, Mass.; McGrath & Sons, Philadelphia. 
Pa.; J. B.McDevitt, Dublin, Ireland; McClurg & Co., Chicago, 111.; Frank P. Murphy, 
Baltimore, Md„; David Nutt, London, Eng.; P. O'Shea, New York; Rev. John E. 
O'Brien, Cambridge, Mass.; F. Pustet & Co., New York; Porter & Coates, Philadel- 
phia, Pa.; Sealy, Byrnes & Walker, London, Eng.; D. & J. Sadlier, New York; Sulli- 
van Bros., Dublin, Ireland; C. L. Webster & Co., New York, and Fredrick Warne & 
Co., London, Eng. 

The following magazines were sent in sets or parts of sets: 
"St. Joseph's Advocate," "Georgetown College Journal," "Records of the 
American Catholic Historical Society," " Quarterly Bulletin of the American Cath- 
olic Historical Society," "Researches of the American Catholic Historical Society," 
"Der Armen Seelen Freund," "Messenger of the Sacred Heart," "Pilgrim of Our 
Lady of Lourdes," "The Dublin Review," "St. Joseph's," "The Marygold," " The 
Rosary," " St. Franziskus Bote," " Poor Souls' Advocate," " The Month," "Annals 
of Our Lady of the Sacred Heart," "The Little Bee," "Ave Maria," "Notre Dame 
Scholastic," "Sacred Heart. Re view," "Annals of St. Joseph," "Catholic Reading 
Circle Review," "The Owl." "Catholic Youth's Magazine." "Catholic Family 
Annual." 

The Columbian Library of Catholic Authors has been placed with the "Cath- 
olic Historical Collections of America," at Notre Dame, Ind., and will form part of 
the "Catholic Reference Library of America." The original idea of a complete col- 
lection of Catholic Authors will thus be carried out, as there are already in this 
Reference Library of Notre Dame thousands of rare volumes of which copies could 
not be secured, during the brief period of the World's Columbian Exposition, Chi- 
cago, 1893. 



PHOTOGRAPHIC VIEWS. 

To perpetuate the memory of the Catholic Educational Exhibit an order was 
given to photograph every part of it. Owing to breakage of several negatives, some 
important views will unfortunately be missed; 128 views, 8 x 10 inches each, have 
been secured. Arrangements have been made to publish them in half-tone with 
descriptive text, in sixteen parts. The first number has already been issued, and 
the illustrations are as perfect as can be produced at the present day. Specimen 
copies of the first number will be mailed to all institutions that took part in the 
Catholic Educational Exhibit. 



FINAL REPORT CATHOLIC EDUCATIONAL EXHIBIT. 163 

Beautiful albums of complete sets of photographic views were compiled and 
presented as follows: by the Columbus Club of Chicago to Pope Leo XIII; by the 
Catholic institutions of learning of the United States to Bishop Spalding, Presi- 
dent; by the Diocesan Board of Chicago to Archbishop Feehan; by the Christian 
Brothers of Baltimore to Cardinal Gibbons; by the Christian Brothers of the United 
States to Brother Joseph, Superior-General at Paris, and by the Christian Brothers 
of New York and St. Louis Districts to Brothers Justin and Paulian, Provincials. 

" A very beautiful album of the Catholic Educational Exhibit at the World,s 
Fair was sent by express to Pope Leo XIII last Saturday by the Columbus Club of 
Chicago. The album contains 120 photographic views of the various portions of the 
Catholic Educational Exhibit, taken and prepared under the supervision of Brother 
Maurelian, the busy and efficient Secretary-Manager of the exhibit, and the cost was 
defrayed, we are informed, by the Columbus Club. 

" The album is a triumph of the photographer's art, besides being as faithful 
pictures of the Catholic Educational Exhibit as could be made. It is bound in white, 
the color of the Pope's costume, the leather being of the finest morocco, and lined 
with white gros-grain watered silk. It is locked with two gold bolts, fourteen carats 
fine, which are exquisitely formed and chased. All the printing is dene in gold, and 
the letter-press description or explanation of each picture is also in gold. On the 
front, beautifully embossed in gold, is this inscription: 

Catholic Educational Exhibit 

World's Columbian Exposition, Chicago, 1893. 

His Holiness. Pope Leo XIII." 

( — Chicago Inter Ocean.) 

" Brother Maurelian, Secretary and Manager of the Catholic Educational Ex- 
hibit, returned from San Francisco on last Monday morning, and immediately went 
to Peoria to pay his respects to Bishop Spalding, who had returned from Rome, 
Sicily and other points of interest in Europe. Brother Maurelian presented to Bish- 
op Spalding a beautiful album of photographic views of the Catholic Educational 
Exhibit, bound in purple silk. On the cover were printed in gold the words: " Com- 
pliments of the Catholic Educational Institutions of the United States " Bishop 
Spalding was pleased to receive this handsome souvenir of the Catholic Educational 
Exhibit of the World's Columbian Exposition. While in Rome, Bishop Spalding 
presented Pope Leo XIII with a magnificent album, the gift of the Columbus Club 
of Chicago. The Pope examined the album with great interest, and received this gift 
of the most prominent Catholic gentlemen in Chicago from the hands of Bishop 
Spalding with evident pleasure. He gave directions to his attendants as to the plac- 
ing and caring of this valuable work. 

'• The Holy Father is in admiration of what was accomplished at the World's 
Fair, and realizes how great is the zeal and intelligence of those in whose hands rest 
the Catholic educational interests in this country.'' — (The New World.) 



164 FINAL REPORT CATHOLIC EDUCATIONAL EXHIBIT. ' 

A complete set of photographic views were furnished Dr. S. H. Peabody, chief 
Liberal Arts, the National Commision at Washington, and the Field Columbian Mu- 
seum, Chicago. 



The World's Columbian Commission and the World's Columbian 

Exposition. 

It is but simple justice to the officials of the National Commission and of the 
World's Columbian Exposition, Chicago, 1893, to testify to the high order of intelli- 
gence, broad-mindedness and executive ability which brought to a successful issue 
the grandest achievement of history — the World's Columbian Exposition. The 
prompt attention and unvarying courtesy which on all occasions marked the deal- 
ings of these gentlemen toward exhibitors can never be forgotten. I hereby desire 
to express my sincere thanks to the distinguished gentlemen with whom I have had 
business relations, and I cheerfully record the names of such of the officials as I can 
now call to mind: 

Harlow N. Higginbotham, President. 

George R. Davis, Director-General. 

Dr. Selim H. Peabody, Chief Liberal Arts. 

John T. Dickinson, Secretary National Commission. 

Hon. John Boyd Thacher, Chief Bureau Awards. 

Halsey C. Ives, Chief Fine Arts. 

James Allison, Chief Manufactures Department. 

G. H. Wilson, Cecretary Bureau of Music. 

Charles C. Bonney, President Congress Auxilliary. 

Moses P. Handy, Chief Bureau Publicity, etc. 

William G. Curtis, Chief Latin-American Bureau. 

Walker Fearn, Chief Foreign Department. 

J. J. Hastings, Postmaster. 

A. F. Seeberger Treasurer. 

Thomas B. Bryan, Commissioner- at-Large. 

James W. Ellsworth, Chairman Liberal Arts. 

Lyman J. Gage, Chairman Executive Committee. 

E. C. Culp, Secretary on Ceremonies. 
Ferd. W. Peck, Vice-President. 

F. J. V. Skiff, Chief of Mines. 

Eben Brewer, N. F. Dawson, Joseph Hurst, J. P. Holland, Sam V. Steele, R. 
A. Rogers, Hon. J. W. Hoyt, J. C. McGibbons and James Y. George. 



FINAL REPORT CATHOLIC EDUCATIONAL EXHIBIT. 



165 



Medals and Diplomas 



DECREED BY THE 

BUREAU OF AWARDS 



Insitutions in the Catholic Educational Exhibit 

OP THE 

World's Columbian Exposition, Chicago, 1893. 

7] N AWARD TO AN INSTITUTION means a medal and a diploma. Where 
@/ J several school were grouped in one award, there will be a medal for the 
/ * group and a diploma is to be issued on which will be engrossed the names 
qJ of all the schools mentioned in the group. In this list, the institutions 

having been grouped will be known by having " D " before the names of the schools. 
It is significant that the vast majority of these awards were given on reports of 
judges who were non Catholic educators from public or private schools, colleges or 
universities — gentlemen and ladies of national reputation. 

It is to be regretted that some very excellent and important exhibits were over- 
looked in the matter of awards. This was partially due to the absence of complete 
lists and catalogued matter, which a majority of the schools failed to fnrnish, and 
without which it was impossible for the Bureau of Awards to issue full instructions 
to the judges. Another cause was the very short time within which such a vast 
amount of work had to be done: 



ALABAMA. 
Visitation Academy, Mobile, needle, lace and class 
-work 

Holy A> err Is' Academy, Birrr ingham, class work 
St. Vin< ent's School, Mobile, class work 
Academ y of St. Mary, Montgomery , class and art work 
and lancy work 

ARKANSAS. 

Colored Industrial School, Pine Bluff, class and indus- 
trial work 

Annunciation Academy, Pine Bluff, school and art 
work, and embroidery 

CALIFORNIA. 

Santa Clara College, Santa Clara, studies in crayon, 
and. text 1 k 

St. Francis de Sales 1 Male School, Oakland, miscellane- 
ous claj-s woik 

St. Francis de Sales' Female School, Oakland, class 
wuik 

Sacred Heart School, Temescal, class work, book-keep- 
ing, ami photographs 

St. Mary's School, Oakland, class work and photo- 
graphs 

St. Mary's Female School, Oakland, class work and 
photographs 

St. «o.-eph's Institute, Oakland, class work 

St. Joseph's School, Oakland, class work and photo- 
graphs 

Notre Dame School, Redwood, class work, literature, 
book-keeping, hygiene and botany 

St. Joseph's School. San Jose, class work, book-keeping, 
hygiene and botany 

St. Aloysius' School, San Jose, drawings 

St. Rafael's School, St. Rafael, class work 

St. Mary's College, Stocston, class work and drawings 

St. Agnes' Academy, Stockton, class work in geology, 
astronom y and j. hotos 

St. Vincent's Primary School, Vallejo, class work and 
photos 

Children's Day Home, San Francisco, framed pictures 
and kind-rgarten 

St. Joseph's Kindergarten, San Francisco, kindergarten 

St. Francis' Kinder^aittn, San Francisco, kindergarten 
work 

St. Brenden's Kindergarten, San Francisco, sewing, 
embroidery and weaving 

Our Lady of Lourdes, Kindergarten, Oakland, kinder- 
garten work 



St. Vincent's Kindergarlen, Vallejo, charts, kindergar- 
ten work 

St. Pose's Kindergarten, San Francisco, Gifts and oc- 
cupations illustrated 

St. Rafael's Kindergarten, St. Rafael, specimens of 
work 

St. Agnes' Kindergarten, Stockton, kindergarten work 

Normal Institute, Martinez, norn.al work 

St. Joseph's kindergarten, Stockton kindergarten 

St. Francs' Technical Scnool. San Francisco, fancy 
needlework and ariisticemurodeiy 

St. Joseph's Orpi an Asy uw, San Er?ncisco, class work 

R. C Orphan Asjlum, San Francisco, class work and 
embroidery 

St. Mary's Cathedral, San Francisco, class work, exam- 
ination pap Tsand needlework 

St. Franc s' Male School, Sat [Francisco, class wrok, 
maps and photo* 

St. Francis' Female School, San Francisco, class work, 
drawings and photographs 

St. Bridget's School, San Francisco, class work, draw- 
ing an 1 herharium 

St. Boniface s School. San Francisco, class work and 
photos 

Presentation Convent, St. Francis' Parish, San Fran- 
cisco, class work and needlework 

St. Joseph's Male School, San Francisco, class work, 
photos and relief maps 

St. Joseph's Female School, San Francisco, class work 

St. Patrick's School, San Francisco, dass work and dis- 
play work 

St. Vincent's School, San Francisco, class work and 
drawing 

St. Peter's Male School, San Francisco, class work 

St. Peter's Fema'e School, San Francisco, class work, 
photos and drawing-* 

St. Rose's School, San Francisco, class work, drawing 
and fancy work 

Our lady of Mercy Academy, San Francisco, class 
work, music, drawings and photos 

St. Anthony's School, Oakland, class work music and 
photos 

St. Lawrence's School, Oakland, class work 

Our Lady of Lourdes Academy, Oakland, class work, 
music and photos 

Sacred Heart College, San Francisco, advanced class 
work and 1 notos . . 

Aoi.deuty Sacred Heart, San Francisco, illuminated 
artistic work, cnarts and needle work. 



166 



FINAL REPORT CATHOLIC EDUCATIONAL EXHIBIT. 



St. Ignatius' College, San Francisco, advanced class 
"work and photos 

St. Mary's College, Oakland, advanced class work, 
miniature model of ■ ollege, liteiatue, science, etc. 

Notre Dame College, Jan Jose, class work and fancy 
needlework 

Our Lady of Angels Academy, Santa Clara, class work, 
photos and needlework 

Notre Dame College, San Francisco, class work, essays 
composed and printed hy pupils, and photos 

Notre Dame Academy, Alameda, class work, mathe- 
matics and sacred science 

St. Gertrude's Academy, Ria Vista, class and art 
work. 

Dominican College, San Rafael, class work, water 
colors and phot s. 

St. .hose s Acauemy, San Francisco, class work, wild 
flowers and pnotos 

Immaculate Conception academy. San Francisco, class 
work, maps and photos 

Arcndiocese of San Francisco, San Francisco, class and 
art work, needlework, embroidery, kindergarten, 67 
schools 

Mt. St. Mary's Academy, Grass Valley, class and fancy 
work 

St, Joseph's Convent, Eureka, class work, drawing and 
artistic embroidery 

Sacramento Institute, Sacramento, pupil's work 

College of Notre Dame, Marysville, class worK 

St. Joseph's Academy, Oakland, class work and draw- 
ing 

Convent of Our Lady of the Sacred Heart, Oakland, 
normal, class, art and needle work 

Sacred Heart Presentation, San Francisco, class, art 
and lancy wui K 

Sisters of Mercy, Enreka, artistic embroidery 
d Presentation Normal School, Berkeley class work, 
display work- and drawiners. 

d Sc. Joseph's School. Berkeley, class work and draw- 
ing. 

COLORADO. 

St. Mary's Academy, Denver, class, art an4 J-rindergar- 

ten woik 
Sacred Heart College, Denver, advatj ced class work 
Sacred Heart School, Denver, school work 
Diocese of Dt nver, Denver, class work, 17 schools 
Loretto Academy, Colorado Springs, class work 
Mt. St. Scholastica's Academy, Canon City, class work 

d Annuncia.ioa Scnool, Denver, cla^s work 

d Immaculate Conception, Denver, class work, music, 

drawing 

d St. Catherine's School, Denver, kindergarten 

d St. Coluinba's Softool. Durango, clai-s work and music 

d St. Dominic's School, Highland, class work, maps, 

music 

d St. Mary's School, Leadville, class work 

d St. Patrick's School, Pueblo, class work, drawing and 

music 

d Our Lady of Lourdes School, Georgetown, class work 

d Mt. St. Vincent's orphan Asylum, Denver, class work 

an. I drawing 

d St. Joseph's School, Denver, class work. 

d St. Leo'- School. Denver, cla'-s work. 

d Lor«Mto Academy, Denver, clas- work. 

d Sc. Patrick's Sonool, Denver, class work. 

DISTRICT OF COLUMBIA. 
Sister Baptista Linton, Visitation Convent, George- 
town, historical and genealogical charts of France, 
Bnuland, etc. 

St. oonn s College, Washington, crayon drawings and 
class work 

FLORIDA. 
St. A'igu-tine'S Academy, St. Augustine, class work 
drawing, lace and fancy work 

IDAHO. 
St. Aloysius' Academy, Lewistown, relief map U. S. on 
magnesian stone, drawings and embroidery 

ILLINOIS. 

Ephpheta School, Chicago, caiving, cabinet by three 
pupils 

iuphpheta School, Chicago, school work 

St. Joseph's School, Willniette. school work, drawing, 
maps and neeulework 

St. Francis' Academy, Joliet, Specimens of fancy ar- 
ticles 
St. Mary's Training School, Feehanville, class and in- 
dustrial work. 



Josephinum Academy, Chicago, class, art and needle- 
woik. 

St. Francis Xavier's Academy, Chicago, class and art 
work. 

»t. Michael's Male and Female School (German). Chi- 
cago, class work, drawmg and specimens of lancy work 
Nativity School, Chicago, class wiok, music, etc. 
Notre Dame de Chicago, Chicago, ciass, art and needle- 
work 
St. Malachy's School, Chicago, class and needlework 
St. Bridget's Female School, Chicago, class and needle- 
work 

All Saints' Female School. Chicago, class and art work 

All Saints' Male School, Chicago, class and art work 
Holy Name Ma e School, Chicago, class work, 
St. Columb's Female School, Chicago, class and art 
work 

St. Columbkille's Male School, Chicago, class work 

Holy Name Female School, Chicago, ciass and art 
work 

St. Bridget's Male School, Chicago, class work 

St. Patrick's Female School, Chicago, class and art 
work 

St. Patrick's School, South Chicago, class and art 
work 

St. Paul's School, Chicago, class, art and needlework 

St. Philip's School. Chicago, class and art work 

St. Pius' Male School, Chicago, class worK aud draw- 
ing 

St. Pius' Female School, Chicago, misceL school work 
and drawing 

St. Procopius' School, Chicago, class work and draw- 
ing 

St. Stanislaus Kostka's School, ChLago, class ar.d art 
woik 

St, Aloysius' Female School, Chicago, map drawing. 
Class and needle work 

St. Agnes' School, Chicago, school work and drawing 

St. James' School, Chicago, arc and class work 

Sacied Heart school, Chicago, class and arc work 

St. Aloysius' School, Chicago, class work 
d St. Francis of Assisi's $ ema.e School (Ger.), Chicago, 
school and lancy work 

St. Francis of Assisi's Male School, Chicago, class work 
and drawing 

Holy Family School, Chicago, class work, and drawing 

St. Mary's Institute, Quincy, scnool anu art wont 

St. Patrick's Commercial Academy, Cnicago, class 
work, illustrated stenography, typewriting 

Sacred Heart School, Chicag •, ciass and art work 

Catholic Educational Exhibit of the Lnited States, 
Bishop J. L. Spalding, President, Peoria, comprehensive 
exhibit from more man one tnousand institutions 

St. Elizabith's School, Chicago, ciass work, and draw- 
ings 

St. Peter's School, Belleville, class work, drawing and. 
sewing 

St. Joseph's School, Peoria, class work, drawing and 
sewing 

St. Wenceslaus' School, Chicago, class work, drawing, 
etc. 

St. Thomas' School, Chicago, miscellaneous school 
work and drawing 

St. Vincent's Academy, Chicago, class work and draw- 
ing 

St. Stsphen's School, Chicago, school wok 

Mt. Oarniel Academy, Cmcago, cia^s work and draw- 
ing 

Eliza Allen Starr's Art School. Chicago, art work 

Arcndiocese of Chicago, Chicago, class, art and farcy 
work from seventy-five schools 

Theodore Sidney Vaugan, Chicago, epic poem on Co- 
lumbus 

d St. George's School, Chicago, class work 
d Annune.ation School, Chicago, class work, maps and 
needlework 

St. Teresa's School, Chicago, class, art and fancy work 
d St. Nicholas' School, Auioia, class, ntedie and kinder- 
gait.nwork 
d St. Joseph's School, Freeport, class and needle work 

St. John Baptist's School. Joliet, dialings, maps, class 
and needle woik • 

St. Anne's School, St. Anne, class and needle work 

SS. lienou et and Scholastica's Academy, Chicago, oil 
paintii.gs, fancy and class worx 

St Patrick's Academy, Chicago, art, fancy and class 
woik 

Njtre Dame Academy, Bouibonnals, class work, draw- 
ings and needle worK 

St. Viateur's College, Kankakee, advanced class work 

Institute of Our Lady of the sacred neart. Long wood* 
class woik, art cabinets and natural hi stojy 



FINAL REPORT CATHOLIC EDUCATIONAL EXHIBIT. 



167 



House of the Good Shepherd, Chicago, needle and 
lauoj >,oik 

Iniustr.ai School of the Good Shepherd, Chicago, nee- 
dle work 

St. Joseph's Orphan Asylum, Chicago, tfass work and 
drawing; lace and needle woik, embroidery, 
d St. Joseph Providence Asyium, G-icago, class work and 
map drawing 

I St Vincent's Infant Asylum, Chicago, kindergarten 
work 

St. Luke's School, Belleville, class work and drawing 
d S .. Patrick's School, taoriit, class work 

St. Ma. y's School, Peoria, class work and drawing 
d 3t. Vincent's School, La Salle, class and art work 
d Si. Jarlath's School, Chicago, class work and drawings 
d immaculate Conception Schooi, Chicago, class and nee- 
dle work 

d St. James' School, Eockford, class work and drawings 
d Our Lady of Sorrows School, Chicago, class work and 
drawings 

Our Lady of the Sacred Heart Academy, Peoria, class 

Work atl'l ClAr.rK r , irj riy 

d St. Gihriel'* School, Chicago, class work and drawings. 
Holy Ani/els" Academy, Cla-s and art work. 
St. Joseph's Seminary, Kankakee, class, art and kinder- 
garten work. 

INDIANA. 
St. Joseph's School, Terre Haute, class work, 
Jasper College, jasper, advanced class work, good 
methods 

St. Meinrad's College, St Meinrad, seminary college 
work, translations, etc. 

Ft Wayne D ocese. Ft. Wajne, printed reports, sev- 
enty schools, c.aos work 

University of Notre Dame, Notre Tame, drawings of 
university grounds, works in mechanics, sceimific class 
work, pub'ica'ions. 

Bishop's Memorial Hall, Notre Dame, historical collec- 
tions and church relics. 
St. Mary's School, New Albany, class work 
Immaculate Conception School, Rushville, class work 
St. Hose's Academy, Vincennes, class work 
St. Wen.laVs School, Wendell, class work 
Sisters of Providence, St. Mary's, \igo Co., student's 
normal work in literature, science and art, foi ty schools 
Brothers of the fcacred Heart, D. S.. Indianapolis, liter- 
al y, scientific and art work, filteen schools 

St. Mary's Institute, St. Mary's, class work, art and 
fancy work 

Sisters of St. Francis, Oldenburg, literary, art and nee- 
dle work froji twenty-one schools 
d St. Lawrence's Sctiool, Lawrenceburg, class work 
d St. Anthony's School, Morris, class work 
d Sc Joseph's School, Shelby ville, crochet work 
d St. Peter's School, St. Peter, class work and drawing 
d St. Paul's School, New Alsace, class work and drawing 
d St. Martin's School, Yorkville, class work and orawing 
St. Augustine's Cathedral School, Ft Wayne, class 
work, science, busim ss forms, etc. 

St. Augustine's Academy, Ft. Wayne, algebra, philoso 
phy, history, etc. 
Holy Family School, Oldenburg, class work 
Immaculate Conception Academy, Oldenburg, class 
and art work and embroidery 
St. Patrick's School. Indianapolis, class work. 
Benedictinp Sisters. F rdin .nd, artistic emoroidery. 
St. J; rne ' School, Indi inapolis. cl iss work, 
d Sacred Heart School. Indianapolis, class work, 
d St. Bridiu s Scnool, Indianapolis, class work. 
d S'. JohnV School, lndinnapoli-, class work. 
d St. M«ry'* School. Indianap. lis, class work. 
d St. Joseph s School. Indianapolis, class work. 
d Si. Mary's School, Ft. W-iyne, cass work and drawing. 
d St. Peter'* S r.ool, Ft. Wayne, class work *nd drawing. 
d St. Joseph' Soi.ool, Logansport, class work and drawing 
d St. John'* Academy, Indiai apolis, i lass and art work. 
d St, i-imenn's Academy. Washington, class and art work 
d Catholic Refer ei c^ Library of America. Notre- Dauie, 
Earliest Catholic Publication in the United States. 
IOWA. 

St. Raphael's School, Dubuque, class work, music and 
drawing 

St. Joseph's School, Cedar Rapids, kindergarten and 
fancy wo iK 

Archdiocese of Dubuque, Dubuque, class, art and kin- 
dergaiten work, fifty-four school* 

Holy Trinity School, Luxembourg, English and Ger- 
man class work 

St. Boniface's School, New Vienna, class woik and fancy 
knitting 



SS. Peter and Paul's School, Sherrill. class work and 
business forms. 

Immaculate Conception School, Willy, class work, 
drawing and penmanship. 

Imraacu atj Conception School Lansing, class work, 
map and mechanical drawings and photos. 
St. Joseph's Coliege, Dubuque, advanced class work. 
St. Joseph's Academy, Dubuque, class work and draw- 
ing. 

Visitation Academy, Dubuque, class art and needle- 
work. 

St. Joseph's Academy, De Witt, class work. 
St. Joseph's Academy, Cedjr Rapids, class, art and 
kindergarten work. 

Our Lad j- of Angels' Seminary, Lyons, class and art 
work. 

St. Mary's German School, Dubuque, class work and 
drawing. 

St. Joseph's School, Bellevue, class work and business 
forms. 
St. Anthony's School, Carroll, class work. 
St. Joseph's School, Carroll, class work. 
SS. Peter's and Paul's School, Carroll, class work and 
physiology. 
St. Mary's School. Clinton, class work. 
St, Francis' Academy, Council Bluffs, art work. 
St. Patrick's School, Clinton, school work. 
St. Mary's School, Dubuque. Cass work. 
Sarced Heart School, Dubuque, class work. 
d Sacred Heart Academy, Ackley, class work, drawing 
and kindergarten 

d Sacred Heart Convent, Waukon, class work and draw- 
ing. 

St Mary's School, Cascade, class work, lace and needle 
work. 

d St. Francis X*.vier's School, Dyersville, class and needle 
work and Kindergarten. 

KENTUCKY. 
d St. Alovsius' Schooi, Covington, class work. 

Sisters of Loretto, Loretto, hand painted China, point 
lace, etc. 
Loretto Academy, Loretto, class, art and fancy work 
St. Stephen's School, Newport, class wor* and map 
drawl .ig 
Immaculate Conception School, Newport, class work 
Diocese of Covington, Covington, class, art and needle 
work, twenty-nine schools 

St. Joseph's and St. Aloysius' Schools, Frankfort, class 
work and map drawing 

St. Wa burg's Academy, Covington, class work, litera- 
ture, drawing and music 

La Sallette Academy, Covington, class work, litera- 
ture, music and miscellaneous work. 

Notre Dame Academy, Covington, class work, music, 
literature and botany 

St Catherine's Academy, Lexington,; class work and 
map drawings 

Visitation Academy, Haysville, class work and map 
drawing 

Immaculate Conception Academy, Newport, class work, 
mus^c and drawing 

St. Augustine School, Covington, class work, music, 
drawing, German ami maps 

St. John's School. Covington, English, German class 
work, maps and drawing 

St. Joseph's Male School, Covington, class work, book- 
keeping, drawing and relief maps 
Mother of God School, Covington, class work and maps 
St. Joseph's Orphanage, Cold Springs, English and 
German class work 

Sstersof Loretto, Loretto, literary, art and needle 
woi k, thirty Schools 

d Cathedral School of St. Mary. Covington, class work 
d St. Patrick's School, Covington, class work 

St. Mary's School, Paris, class work 
d St. Mary's Academy. Eiizabethtown, fancy work, 
d Bethlehem Academy, St. John's (Eardin Co.) class 
work 

d St. Augustine's Academy, Lebanon, class work 
d Si. Bendict's Academy. Louisville, class work and maps 
1 OU1SIANA. 
St Aloysius' Institute, New Orleans, class work ex- 
amination p ipers. and maps. 

D,minic:in Academic-, Dryndesand St. Charles Ave 
New Orleans, das* and art work. 
Immaculate conception College, class work, bhilosophy, 

Thi'b.deaux CoMege. Thibodeaux, miscellaneous class 
work, maps and drawing. 

S-. I. 'seoh's Academy, New Orleane, class work, Eng- 
lish and French. ^ B 



168 



FINAL REPORT CATHOLIC EDUCATIONAL EXHIBIT. 



St. Simeon's Select School, New Orleans, claBs and art 
work. 
Ursnline Academy. Now Orleans, class and art work. 
St. Joseph's Aouriemy, B iton Rouge, class work. 
St. Joseph's Convent". Chatenton, cl <ss work. 
St. Jo-eph's Insiitule, Donaldf.onville class work and 
photos. 

St. Joseph's Commerc al School. New Orleans", class 
wo?k, drawing and examination papers. 

d S\ Ali.honsus' Male School, New Orleans, class work 
and drawing. 

St. Mary's Assumption School, New Orleans, class work 
and drawing 

St. Joseph's Orphanage, New Orleans, class work, Ger- 
man and penmanship 

Archdiocese of New Orleans, New Orleans, class work, 
art and fancy work, twenty-two schools 

St. Alphonsus' Female School, New Orleans, drawing, 
maps, class work 

Notre Dame de Eon Secours, New Orleans, class work 
and drawing 

MARYLAND. 

St. James' Male School, Baltimore, class work and 
drawing 

Sf. Ann's School, Baltimore, class work and hook-keep- 
ing 

St. Alphonsus' Male School, Baltimore, class work, 
drawings and maps 
d St. John's Female School, Baltimore, class work 

Sisters of Charity, Emmittsburg, literary and art work, 
embroidery etc., twenty-eight schools 
d St. Euphania's School. Emmittsburg, class work 

School Sisters of Notre Dame, Embla, normal, literary, 
scientific and art work 

d St. Vincent's Female School, Baltimore, class work, 
maps 

Ammendale Normal Institute, Ammendale, projec- 
tions, drawings, maps and ornamental pin woik 

St. John's Male School, Baltimore, class work and 
drawing 
d St. Vincent's Male School, Baltimore, class wrok, maps 

Immaculate Conception Male School, Baltimore, class 
work and drawing 

Immaculate Conception Female School, Baltimore, 
class work 

St. Joseph's Academy, Emmittsburg, class, art and 
fancy work 

Notre Dame of Maryland, Govanstown. class and art 
work. 

St. Michael's School. Baltimore, class work. 

St. James' Female School, Baltimore, grammar, trans- 
lation , p^hmansh p, etc. 

d St. Martin's Male Academy and School, Baltimore class 
work and drawing. 

Calvert Hall Institute, Baltimore, class and art work, 
etc. 

Rock Hill College. Elllcott City, advanced class work, 
drawing and natural history 

S.. Alphonsus' Female School, Baltimore, class work 
and drawings 

Institute of Notre Dame, Baltimore, class work and 
art work , „ 

School Sisters of Notre Dame, Embla, 550 artistically 
oil-painted specimens Botany, with due classification 

Jno. Murphy & Co.. Baltimore, text books lor schools. 
MASSACHUSETTS. 

Ft. Joseph's School, Chicopee, class work, typewriting, 
and drawing 

Immaculate Conception School, Maiden, class work, 
di awing ana kindergarten 

St. Josephs School, W'altham, literary work, botany, 

St. Mary's School, Lynn, literature, mathematics and 
drawing 

Notre Dame Academy, Roxbury, literary work and 
natural science 

Notre Dame Academy, Boston, drawing, class and 
needlework 

School of Our Lady of Perpetual Help, Roxbury, class 
and needlework 

St. John's School, Canton, class and kindergarten work 
d St. Patrick's Academy, Lowell, class and neeule work 
d St. Mary's School, Boston, class work and needle work 
d Our Holy Redeemer High School, E. Boston, class and 
needlework 

d Assumption School, East Boston, class and needlework 
d Sacred Heart School, Springfield, class and needlework 
d St. Patrick's School. Lowell, class and needlework 
d St. Mary's School, Lawrence, class and needlework 
d St, James' School, Salem, class and needlework 
d St. Joseph's, Sommervllle, class and needlework 
d St. John's School,, Worchesfcer. class and needlework 
d St. John's High School, Worcester, class and needle- 



d St. John's School, Boston, class w ork. 

d Sacred Heart School. Bo>ton, class work. 

d Catholic Total Abstinence. 

d Ben. volent and Literary Union, Holyoke, publications 

and photographs. 

MICHIGAN. 

St. James" School, Grand Rxpids, class work 

St. Joseph's Commercial School, Detroit, school work 
and drawing 

St. Mary's Institute, Detroit, school and art work 

St. Mary's Academy, M»nroe, class and art work 
Diocese of Detroit, Detroit, class work of S -hod. 
d Indian Industrial School, Harbor Springs, class work, 
drawing and n. edle work. / 

Pernin'a Short hand Institute, Detroit, text books for 
teaching shorthand. 

d St. Mary's School, Grand Rapid?, class work and draw- 
ing. 

d St. Andrews' School. Saginaw, class work. 
MINNESOTA. 

Cretin High School, St. Paul, class work, phonography 
and typewriting. 

d Holy Rosary School, Minneapolis, class work, maps, 
d Bethlehem Academy, Faribault, class work. 
MISSOURI. 

St. Joseph's Commercial School, St. Joteph, class work, 
typewriting and book-keeping. 

Christian Brother's College. St. Louis, scientific, clas- 
sical, literary and commercial olasR woik. 

Christian Brother's College, St. Lords, art work. 

Preparatory N< rmal In.-tituto, Glencoe, class work, 
geometry and drawing. 

St. Joseph's Cathedral Commercial School, Kansas City 
class work. 

St. Patrick's School, St. Joseph, class work, 

St. Bridget s School, St. Louis, clas- work. 

St. Alphonsus' School, St. Louis, class and art work 

St. Elizaueth's Institute, SU Louis, laucy and class 
work 

Holy Trinity School, St. Louis, drawings 

St. Patrick's School, Kansas City, class work 

St. Kevin's School, St, Louis, cla«s woik 

St. Mary's Institute, O' Fallon, class and artwork 

Sisters of the Precious Blood, OFallon, Antepend- 
iutn, artistic needlework 

St. Joseph's Academy, Corondelet, St. Louis, class and 
art work 

Loretf o Academy, Florrisant, class and art work 

Ursuline Day School, St. Louis, class and an work. 

St. Malachy's Male School, St. Louis, class work and 
drawing 

St. Vincent's and Annunciation Schools, St. Louis, 
pupil's work 

St. Lawrence's Male School, St. Louis, class work 

Ursuline Academy, St. Louis, class and an work 

Sisters of Loretto, Florrisant, hand paintdd China, 
original designs 

Loretto Academy, St. Louis, normal artwork 

Holy Name Pcuool, St. Louis, class woik 
d St. John's School, St. Louis, class work 
d St. Laurence Female School. St. Louis, class work 
d St. Patrl< k's School. St. Louis, class work, 
d St. Vincent's Female School. St. Loui->, class work. 

St. Bridget's Female School. St. Louis class work, 
d St. Aloysius' School, St. Louis, class work, 
d St. Vincent's Academy, Cape Girardeau advanced class 
w.>rk. 

d Arcadia College, Arcadia, advanced class work and art 
work. 

MISSISSIPPI. 

d St. Rose of Lima Academy, Greenville, advanced class 
work. 

St. Fjaneis X&vier's Academy, Vicksburg, class work 
and drawing 

St. Stanislaus' Commercial College, Pay St. Louis, 
class work, examination papers, drawings 

St. Joseph's School, Natchez, class work, botany and 
maps 

St, Francis' School, (Colored) Natchez, class woik and 
map drawing 

Cathedrial School, Natchez, class wrok and drawing 

Diocese of Natchez, Natchez, ciass and art work from 
fifteen .schools 

St. Aloysius' Commercial College. Vicksburg, class 
Work, drawing and o nanicntal pen work 
d St. Mary's Institute, Chaiawa, class work 
d St. Aloysius' Academy, Meridian, advauced class work 

MONTANA. 
St. Peter's Mission, St. Peter, art and industrial work 



FINAL REPORT CATHOLIC EDUCATIONAL EXHIBIT 



169 



NEW HAMPSHIRE. 
Diocese of Man~~~oU. A , luau^^ier, exhibits of four 
teen schools 
St. Atoj sills' School, Nashua, class work 
St. Augustine's Academy, Manchester, school work 
St. Joseph's High School, Manchester, class work, 
phonography, etc, 
Mt. St. Maiy's Academy, Manchester, class work 
St. Marys Hay Acautmy, Manchester, class work and 
phonography 

d St. Joseph's Cathedra], Female School, Manchester, 
class woik and piioiiu&raphy 
d Sacred Heart School, Nasnua, class work 
d St. Agnes' School, Manchester, class work 
dSt, Raphael's Schooi, Manchester, class work 
d St. Joseph's School, Keene, cla-s work 
dSt. Patrick's Orphanage. Manchester, class work and 
d lmmac.uate Conception School, Portsmouth, class work, 
NEW JERaEY. 
St. Patrick's School, Newark, class work, objec* lesson, 
museum and drawing 

St, John's School, Paterson, pupils work, drawings, ob- 
ject lesson museum 
Institute 01 Holy Angels, Ft. Lee, class and artwork 
Catholic Institute, Jersey City, class worK and drawing 

NEW MEXICO. 

Our Lady of Mt. Carrnel Academy, Socorro, class work 
and music 

Academy of Our Lady of Light, Santa Fe, class work in 
English and Spanish 
d Visitation Acaueiuy, Las duces, class work 

St. Michael's School, laos, crochet, neeole and fancy 
work 

Academy of the Annunciation, Mora, class work 
d Immaculate Conception Academy, Los Vegas, class 
work 

NEW YORK. 

New York Catholic Protectory, Male Department, 
Westchester, class wi-rk, di awing and industrial work 

Our Lauy of Victory, West btneca, drawing and class 
work 

St. Mary's Orphan Asylum, Dunkirk, class work, draw- 
ing and needlework 

. L,e Couteuix, St. Mary's Deaf Institute, Buffalo, class 
work,, maps, arawn.g, and manual trainii g 

New York Catholic Protectory, Female Department, 
Westchester, embi oidery and fancy work 

Our Lady ot Mercy school, Brooklyn, class work and 
drawing 

Our Lady of Good Counsel School, Brooklyn, class work 
and drawing 

Holy Trinity School, Brooklyn, class work, maps, and 
kindergarten 

Miss M. O- Caldwell, New York, artistic embroidery 

St. Ann's I\ aie and Female School, Brooklyn, class 
work and map drawing 

Sc. John Ev^ngeiibt's School, Brooklyn, class work and 
map drawing 

St. Mary s Academy, Ogdensburg, class work and 
photographs 

De La Salie Institute, New York, civil engineering, 
literature, drawing, botanical specimens 

St. Gabriei s Maie fecnool, New \ork, class work, draw- 
ing, etc. 

St. Gabriel's Female School, New York, class work 

St Josephs Acauemy, Flushing, mechanical drawing, 
paintings Mid < lass work 

St. JosephV Mile School, New York, class work, draw- 
ng, etc. Leroy St. 

St. Vincent n eirer's School, New York, class work 

Archdiocese of New York. New York, ciass, art, needle- 
work and kindergarten from sixty-nine schools 

Diocese of trookljn, Brooklyn, ciass, art, needlework 
and kinder & arten from fifty-lour schoois 

Fourteen Holy Helpers School, Gardensville, class work 
and map drawing 

Institution of Mercy, New York, needlework, lace 
curtains, eic. 

St. Joseph s Normal College, Amawalk, text-books, 
drawing and copy books 

Immaculate Conception Male School, New York, class 
work, drawing, gtometi ical cnarts, etc. 

St. Mary's Male School, Yonkers, drawings and class 
work 

St. Teresa's Male School, New York, map drawing and 
class worn 

Immacul.ite Conception Male School, (151 St.) New 
York, class work, drawing and botanical specimens 



Convent of the Holy Rosary, New York, class work 
needle and kindergarten work 

Mt. St. Vincent's Academy, (For Young Ladies), New 
York, literature, c;.ass and art work 

Cathedral Male School, New York, class work and 
drawing 

Cathedral Female School, New York, needle, class and 
kindergarten work 

St. Patrick's Male and Female School, New York, class 
work 

Sr. Patrick's Male and Female School, Newburgh, class 
work 

St. James' Male School, New York, class work and 
drawing 

St. James' Female School, New York, class work, cro- 
chet work 

St. Mary's Academy, New York, class work and draw- 
inor 

St. Stephen's School, New York, class work ar.d draw- 
ing 

St. Mary's Male School, New York, class work and 
drawing 

St. Alphonsus' Male School, New York, class work and 
draw ng 

Sacred Heart Srhool. Buffalo, class and art work 

German Catholic Orphan Asylum, "Buffalo," class and 
fancy w rk. 

Seven Dolores School, Buffalo, drawing, painting and 
needle work. 

St. Gabriel's Academy. New York, class work 

Sacred Heart Acaaemy, Vv estchester, class work and 
drawing 

Manhattan College, New Yoik, literary, scientific, art 
and classical work 

St. Peter's Female School, New York class work 

Holy Cross Female School, New York, class work 

St. Nicholas' Male School, New York, class work and 
drawing 

St. Nicholas' Female School, New York, class work and 
drawing 

Li Salle Institute. Troy, class work, drawings, stenog : 
rapliy and typewriting 

St. Brigid's Maie School, New York, kindergarten, class 
work, fancy penmanship, etc. 

St. Peter's Male School, New York, class work and 
drawing 

St. Lawrence's School, New York, class work 

St. Brigid's Female School, New York, class work 

St Stephen's School, Brooklyn, class work, map draw- 
ing, etc. 

SS. Peter's and Paul's School, Brooklyn, class work 

Visitation School, Brooklyn, class work and drawing 
d Industrial School of Meicy, Brooklyn, fancy work and 
sewmg . 

St. Paul's Industrial School, Brooklyn, class, industrial 
and art work 

St. Charles' Male and Female School, Brooklyn, class 
work and map drawing 

St. James' Commercial Academy, Brooklyn, class work 
and phonography 

Nativity Academy, Brooklyn, class work and drawing 

St. Paul's Male and Female School, Brooklyn, cass 
work 

Nativity Institute, Brooklyn, class work and drawing 

Niagaia University, Niagara, portraits and publica- 
tions 

St. John's College, Brooklyn, class work 

CaDuslus College, Buffalo, class work and drawings 

Holy Angel's Academy. Buffalo, class and art work 

Mt. St. Josephs Academy, Buffalo, class work and 
drawings 

St. Mary's Academy, Buffalo, class and art work 

Sacred Heart High School, Buffalo, class, needle and 
art work 

St. Leonard'c Academy, Brooklyn, class work, stenog- 
raphy, etc. 

r»iuit'<i rte>rr. Institute, Brooklyn, Hnc<j work, mpp, etc 

Visitation Convent, Brooklyn, art work 

St. Agnes' Seminary, Brooklyn, class work, maps, eta 

St. Teresa's Academy, Brooklyn, class work and draw- 
ings" 

St. Vincent de Paul's Academy, Brooklyn, class work, 
and mechanical drawings 

St. Thomas Aquinas' Academy, Brooklyn, class work 

St. Josepu's Academy, Brooklyn, class work 

Visitation Academy, Brooklyn, paintings, class work, 
etc. , 

St. Patrick's Academy, Brooklyn, c:*S3 work, and me- 
chanical drawing 



170 



FINAL RE FOR T CA THOLIC ED UCA TI ON A L EXH1BI T. 



St. Vincent's Industrial School. Utica, class work, 
drawing and manual training 

St. Ana's School, Buffalo, class work and map drawing 

Assumption School, Brooklyn, class work 

St. Louis Male School, Buffalo, class work and drawing 

St. Elizabeth's Academy, Alleghauy, wator colors, lace, 
gold embroidery and class work 

St. Joseph's Cathedral School. Buffalo, claes work and 
drawing 

Our Lady of Angels' Seminary, Elmira, class and art 
•work 

St. Mary's School, Buffalo, class, painting and needle 
work 

St. Bridget's Male School, Buffalo, class work and 
drawing 

st, Francis' College, Brooklyn, class work, etc. 

Ad Saints' School, Brooklyn, class work 

Brothers of the Christian Schoo s of the United States, 
New York, literary, scientific, classical and arc work 
from ninety-two schools 

St. Vincent's Orphanage and Industrial School, Buffalo, 
embroidery, fancy work, photos, etc. 

SS. Peter and Paul's School, Hamburg, class Jwork, 
drawing, painting, etc. 

Academy of the Holy Rosary, New York, class, art and 
needlework 

La Salle Academy, New York, class work, drawing, 

St. Patrick's School, Buffalo, class work and drawing 
St. Joseph's Normal College, AmawalK, De La Sade 
Normal Manual 

St. Joseph's Normal College, Amawalk, linear and 
freehand drawing, herbarium and relief maps 

Christian Brothers of the United States, New York, 
series of drawing books, and teachers books on same 

St. Bridget's Academy, New York, class work, drawing 
and painting 

Catholic Male Orphan Asylum, Troy, class work and 
drawing 

Christian Brothers Academy, Albany, School work, 
drawing, kindergarten and photos. 

d St. George's School. Dunknk, school work and map 
drawing. 

d St. Mary's School, Dunkirk, school work and map 
drawing. 

d St. Leonard's School, Brooklyn, sehool work and kin- 
dergarten. 

d St. John's Male and Female School, Brooklyn, class 
Work and kindergarten. 

d St. Mary's School, Lancaster, school work and maps 
d Our Lady of Mercy, Buffalo, school wont and maps 
d St. John's School, Elmira, school work and maps 
d St. John's School, Lockport, school work 
d St. Patrick's School, Lockport, school work and kinder- 
garten 
d St. Mary's School, Elmira, school work and maps 

SS. Feter's and Paul's School, Elmira, scnool work 
d St. Anthony's School, Buffalo, school work 
d St Stephen's School, Buffalo, school work 
d St. Joseph's School, Bufialo Plains, school work 
d St. Mary's School, Lockport, school work 
d St. Paul's Academy, New York, school work and draw- 
ing 

d be. Jerome's Academy, New York, school work. 
dAesumpti'.n School, New York, school work and map 
drawing. 

d Holy Family School, Brocklyn, school work and map 
drawing. 

d St. Augustine's School, New York,claes work and draw- 
ing. 

Holy Innocent's School, New York, class work, 
d Immaculate Concepiion Female School, New York, 
class work. 

St. Jerome's School. New York, class work. dr<*wine. . 
d St. John Baptist's School, (Male School) New York", 

d St. John Baptist's School, (Female School) New York, 

class work 

d Si. Joseph's School, (87th St.) New York, class work 

d St. Joseph's School, (127 th St.) New York, class work 

d St. Mary's Female School, New York, class wor^ and 

drawing 

a St. Monica's School, New York, class work and drawing 

d Our Lady of Sorrows' School, New York, class work 

d St. Paul' School, New York, class work 

d St. Peter's School, Haverstraw, clas-. work 

d St. Joseph's School, Kingston, class work 

d St. Peter's School, New Brighton, class work 

d St. Ann's School, Nyack, class work 

d St. Mary's School, Poughneepsie, class work and draw- 



d St. Mary's School, Rondout, class work. 
d St. Peter's School, ivosendale, class work 
d St. Mary's Si hool, Saugerties, class work 
d St. Augustine's School Sing Sing, class work 
d St. Patrick's School, Verplanck, class work 
d Oar Lady Star of the Sea School, Brooklyn, class work 
d St. Anthony's School, (Male and Female) Brooklyn, 
class work 

d St. Benedict' School, Brooklyn, class work 
d St. Joseph's Schocl, (Maie and Female) Brooklyn, class 
worii 

d St. Malachy's School, Brooklj n, class work 
d Mary Star of the Sea School, Brooklyn, class work 
d St. Michaels' School Brooklyn, class work 
d St. Nicholas' School, Brooklyn, ciass work 
d Sorrowiui Mother School, Brooklyn, class work 
Diocese of Buffalo, clac6, art, needle and industrial 

work of • *<hools. 
St. John's Protectory, and Orphannpe, West Seneca, 

class work, electrotypmg, typesetting, etc. 

d St. Francis DeSales' School, Brooklyn, class work. 

ri St. M«lach\ V Home, Brooklyn, cbisi- work. 

d S'. Mary's Schoo , Olean. cIhi-s work. 

d Stored Heart School. Oswego, cla-s work. 

d SS. Peter'* and PaulV Srhool, Jan esto« n, class work. 

d St. Agnes School, E«st Buffalo, cla>-8 work. 

d St. Marys Schoo', New Oregon, cla-s work. 

d Sacnd Heart School, Snsi>eni-ion Bridge, class work. 

d St. Teresa's School, (Female) New York, class work 

a (1 maps. 

d St. John's Baptist School, Alden, class work. 

d Holy Trinhy Orphan A-ylum. Brooklyn, class work. 

d St. Louis Female School, Buffalo. elas> woik. 

d St. Mary's School, Ning:.r». Fall*, class work. 

d St. Nicholas S> hool, Buffalo, cla-s work. 

d St Joseph's Cathedral Female School, Buffalo, elass 

w. .» k. 

d St. Boniface's School, Bnffalo, class work. 

d St. Francis Xavier s School, Buffalo, class work. 

d St. Jo-eph s A> ademy. Lockport, class work. 

d St. Agues' School, Buffalo. class woik. 

d St. John's B iptist »Schoo', Buffalo, class work. 

d S . Bridget's School, Buffalo, clars work. 
P. O Shea, New York, text t.o« ks for Sc> o Is. 
Win. H. S oilier, New Yotk, tex' book* for schools. 

E Steiger& Co., New York, text books for schools. 
Benziger Brorhers, New York, Cincinnati anu Chicago, 

text booKs for .-choois. 

C*th >lic Publication Society, New York, text bcoks for 

schools. 

d St. John's Home School, Brooklyn, clas* work, draw- 
ing, embroidery and k nderyarten 

d St. Peter's Mule and F. male School, Brooklyn, class 

work and drawings. 

NORTH DAKOTA. 
St. Bernard's Ursuline Convent, Grand Forks class 
work, stenography and mus.c 

OHIO. 

Diocese of Cleveland. Cleveland, class, art, needlework 
ane embroidery ; fifty schools 

Our Lady of Perpetual Help School, Defiance, class 
work and drawing 

St. Bridget s School, Cleveland, class work, di awing, 
music ind science 

St. Francis do Sales Male School, Toledo, class work 
and map draw ng. 

Papal college Josephinum, Columbus, Gothic High 
Altar of oak, red ; nd whit9 mahogany 

Papal College Josephinum, Columbus, historical maps 
and publications 

Papal Cohege Josephinum, Columbus, English, Latin, 
German and other exercises 

Holy Trinity Male School, Dayton, class work and draw- 
ing. 

Holv Cross Male School. Columbus, class work and 
drawing. 

St. Mary's Institute, Dayton, clas* and art work. 

St. August lie'* School, Cleveland, class work, book- 
keeping, literature, etc. 

Notre Dame Academy, Cleveland, class work mathe- 
matics, literature, science, music, etc. 

S . Ignatius' College, Cleveland, English, French, Ger- 
man, class work, cl ssics, etc. 

Our Ladv of Lourdes' School. Cleveland, English and 
German class work. 

St. John's Cathedral Male and Female School, Cleve- 
hmd, class work, mathematics and machanic*! drawing. 

Mary of Help School, Sedameville, cl !ss work and draw- 
ing. 

St. Joseph's Male School. Cincinnati, class work and 
drawing. 



FINAL REPORT CATHOLIC EDUCATIONAL EXHIBIT. 



171 



St. Columba's School, Youngstown, class work and 
drawii g 

Brothers of Mary. Dayton, literary, scientific and>rt 
work of thirty schools 

St. Patrick's Male and Female School, Cleveland, class 
"work and drawing 

SS, Peter's and Paul's School, Sandusky, class work 

st. Joseph's School, Fremont, class work 

So John's School, Canton, class work 

St. Peter's School, Canton, class work 

St. Rose of L'ma Sceool, Lima, class work 

St. Francis ae Sales Female School, Toledo, class woi* 
drawing and kindergarten 

St. Mary's School, Toledo, class work 

Immaculate Conception School, Youngstown, class 
-work 

Ursuline Convent, Tiffin, class and art work 

St. Joseph's School, Tiffin, class work 

Ursuline Convent of the Sacred Heart, Toledo, class 
"work, maps, mechanical drawings, mathematics ~ 

Ur«uline Academy, Villa Angela, class work, mathe- 
mnticp, literature »>nd science. 

d St. Peter's School, Cleveland, class work, music and 
drawings. 

d Emmanuel Male School, Dayton, class work, drawings 
-and maps. 

Ursuline College Cleveland, class work and drawing 

St. Mary's School, Cmcinniti, class work 

Sisters of Notre Dame, Cincinnati, Illustrated Voyages 
of Columbus 

Preparatory Normal School, Dayton, class, and relief 
work and drawings 

d St. Colman's School, Cleveland, class work and drawing 
d St. Francis School, Cleveland, class work and drawing 
d St. Joseph's School, Cleveland, class work ana drawing 
d St. Malachy's School, Cleveland, class work and draw- 
ing 

d Sc. Marys Male and Female (Assumption), Cleveland, 
class work and drawing. 

d St. Michael's School, Cleveland, class work and draw- 
ing 
d Holy Name School, Cleveland, class work and drawing 

Ursuline Nuns. Tiffin, artistic embroidery 
d St. Patrick's Schooi, Gallon, school work 

St. Bridget's School, Mt. St. Joseph's, class work and 
drawing 

d St. Bonaventure's School, Cincinnati, class work and 
drawing 

St. Michael's Sehool, Cincinnati, class work and draw- 
ing 

•d St. Adalbert's School. Cleveland, class work. 
PENNSYLVANIA. 

St, Peter's School, Philadelphia, class work, drawing, 
minerals, col . spices, grains. 

Archdiocese of Philadelphia, Philadelphia, class, art, 
needle work and music from eighty schools 

St. Michael's School, Philadelphia, class work and 

drawing , 

S-. Francis' I udustrial School, Eddington, stone cutting, 

iron work, drawing carpentry, plumbing and class work. 

Holy Family School, Lalrobe, c'ass work 
d St. Columba's School. Johnstown, class work 
d St. Francis de Sales School, Chartler, class work 
d Immaculate Conception School, ConneUsville, class 
■work 

d St. James' School, Wilkinsburg, class work 
d St. Colman'a School. Turtlecreek, class work 
d St. Matthew's School, Tyrone, class work 

SS. Peter's and Panl's Schools, sutler, class work and 
maps 

Seventy-three Parish Schools (Secondary Grade), Phil- 
adelphia, "lass work and drawing 

American Catnoltc Historical Society, Philadelphia 
Historical collections 

Seventy-three Parish Schools, Primary Grades, Phila- 
delphia, class work 

Seventy- thi ee Parish Schools, Grammer grades, Phila- 
delphia, class work and drawing 

League of the Sacred Heart, Philadelphia, sixty-five 
volumes, publications, diplomas, etc. 

Sisters of the Humility of Mary, Villa Maria, Hair 
painting and lace wort 

St. Mary's Male School, Allegheney, class work and 
drawing 

Catnolic Total Abstinence Union, Philadelphia, Charts 
Showing history of Union 

St. Agatha s Scuooi, Philadelphia, class work 

St. Ann's School, Philadelphia, Specimen class work, 
drawing, herbarium 
St. faui's School, Philadelphia, class work. 



Our Mother of Sorrow School, Philadelphia, class work 
St. Charles' School, Philadelphia, class work 
Cathedral School, Philadelpnia, class worK and draw- 
ing 

d S,t. John's School, Johnstown, class work and drawing 
d St, Joseph's School, Johnstown ciass work and drawing 
d St. Mary's School, Johnstown, class work 

S.. .men., ei's Male and Femaie Jkhooi, Fittsburg, class 
worknnd ririwine-. 

St Paul's Male School.Pittsburg.class work and drawing 
d St. Paul's Female School, Pittsburg, class work and 
drawing 

St. Patrick's School, Pittsburg, class work 

St. Peter's scnool, Pittsburg, class work 
d St. George's Scnool, Pittsburg, ciass woj k 
a St. Joseph's School, Pittsburg, class work 
d SS. Peter and Paul's Scnool, Pittsburg, class work 

St. Johu's Convent, Altoona, class worK 
d St. Mary of Mercy Scnool, Pittsburg, class work and 
stenography 

dst. Mary's School, Pittsburg, class work, and stenog- 
raphy 

St. Andrew's School, Allegheny, class work and maps 
dSt. Joseph's Scnool, Allegheny, ciass work and maps 
dSc. Mary's Femaie School, Aiiegneuy, ciass won*, and 
maps, 
d St. Peter's School, Allegheny, class work and maps. 

U JU Xiit)J-iaS' OOilwvJx, l/iituuuva, KikiXBQ WCln. aua 3l<enOg- 

taphy 
Holy Ghost College, Pittsburg, class work and drawing 
St. Mary's Academy, Pittsburg, class ana art wont 
Ijisuliiie Couveut, Pittsburg, class and arc WorK 
St. Vincent's College, Beatty, advanced Ciass work 
St. Xa^ier's Academy, Beatty, class and art woik 
Mt. Gallitzin Academy, HiDensburg, class work 
St. Joseph's Academy, Greensourg, class anu art work 
St. Fideus College, Hdrman, advanced cia^s work 
Mt. Aloysius' A.ade-uy, Loretto, claos and art work 
Holy Cross Schooi, Pittsburg, cass won* anu maps 
Sacred Heart Scnool, Pittsburg, Ctass work 
Sc. Agnes' School, Pittsburg, ciass work and maps 
Sc. Augustine scnool, Pittsourg, ciass work 
bt. iJnuget's Scnool, Pittsourg, claso worK 

St. Mathew's School, Conshohokan. class work, maps, etc. 
St. V.ncent's Seminary, Beatty, Moral ana .Dogmatic 

Tiieology, etc. 
Mt. St. Joseph Academy, Philadelphia, class and art 

Wbrk 

Roman Catholic High School, Philadelphia, class work 
and manual training 

Academy 01 tne Holy Child Jesus, Sharon Hill, class 
and artwork 

Tunnel Hid School, Tunnel Hill, class work 
d bt. Josepn's Scnool, Mt. Oliver, class work 
d St. Mary sScnooi, Sharpsburg, class work 
d sc. Antnon>'s School, Miuvaie, class work 

La Salle College, Pniladelpnia, class and art work 

St. Benedict's Academy, Aiie^neny, crayon drawing, 
ciais and art worK * 

d sc. Benedict's (Colored) School, Pittsburg, class and 
needleworK 

d St. James' School, Pittsburg, class work 
d St. John Baptist Scnool, Pittsburg, class work and 
drawing 

d St. Joan's School, Pittsburg, class work and di awing j 
d St. Kieran's Scnool, Pittsburg, ciasswork 
d St. Maiacny's Schooi, Pittsourg, class work and draw- 
ing. 

Diocese of Pittsburg, class art. needle and fancy work 
from fifty-eight schools, acariemies.colleges and semineries 

St. Joseph's School, Sharpsburg class work, 
d Borough School, Gallitzin, class work and maps, 
d St. Patrick's Male School. Philadelphia, class work. 
RHODE ISLAND- 

La Salle Academy, Providence, ciasswork, stenography 
and languages 

SOUTH DAKOTA. 

Diocese of Sioux Falls, Sioux Falls, class and needle- 
w ork ot eight schools. 

St. Martin's Scnool, Sturgis, class work and embroidery 

Catholic Indian Missions, sioux Fails, claas and needle- 
work 

Ursuline Nuns, Sioux Falls, class work, Indian and 
white pupils 

d St. Rose's Academy, Sioux Falls' class work, maps and 
drawing 

d St. Michael's School, Sioux Falls, class work maps an 
music. 

dSt. Lawrence's School, Mllbatk, class work, drawing 
and netdle work. 

d H->]y Rosary Indian School, Pine Ridge, class work, 
needle work and embroidery, 
d Holy Family School, Mitchell, class work. 



172 



FINAL REPORT CATHOLIC EDUCATIONAL EXHIBIT. 



d Immaculate Conception. 

Indian Mission, Stephen, class work, 
d Sacred Heart School. Y:>nktr>n. <dass work. 
TENNESSEE. 

Christian Brothers College, Memphis, class work and 
draw ngs 

Ashe Art School, Memphis, paintings, pastels and 
crayons 

St. Patrick's School, Memphis, class work, music and 
drawing 

d St. Hernard's Acadamy, Nashville, class work 
d st, Mary s Sciiuui, oiai'Ksvii.e, Ciass work 
d St. Josepn's &cu>>ol, iNasnvriie, cia^s work 
d St. PauiCK s t>euool, iNasnville. class work 

TEXAS. 

Sisters of Divine Providence, Castroville, literary, art 
and ueedieworK, tvventy-nine schoois 

Academy of uivi.iO Pro/idence, Castroville, class work, 
draw.ng and needlework 

St.Marys Cone^e, ban Antonio.class work.drawing.etc. 
d St. Joseph's convent, ClarKSvilie, oass worK and lancy 
work 

d St. Mary's Convent, Jefferson, class and fancy work 
v rmon.t. 

St. Joseph's Academy, Burlington, class work 

VIRGINIA. 

St. Joseph's Academy, Richmond, class work and 
drawing 

d Sc. Mary's School, Norfolk, classwork and drawing 
dSc. Joseph's scnool, Portsmouth c^ass woik and sten- 
ography 

d St, Patrick's School, Richmond, class work 
d St. Josepn's Asylum, Ricnmond, Ciass work 
WASHINGTON. 

Sacred Heart School, Seattle, Kindergarten, sewing 
and class worK 

WISCONSIN. 

Diocese of Green Bay, Green Bay, class, art and indus- 
trial worK ox lorty scnools 

St. Catnennes Academy and Parish Sohool, Racine, 
Normal, class, art and lace worK 
d St. PatriCK'sSchon, Sparta, class work 
d St. Anthonys Scnool, luiiwaUKee, class work 
d St. Francis' Scnool, MiiwauKee, class work 
cl Holy 'i runty scnooJ, MiiwauKee, class work and draw- 
ing 

d St. Josaphat's School,Milwaukee,class work and drawing 
d St. Josepn's Scnool, MiiwauKee, ciass woik, di awing 
and maps 
d Sacred Heart School, Shawano, classwork, drawing and 



d St, Luke's School, Two Rivers, class work and drawing 
d St. Josepn's Urpnauage, ween .bay, class work and 
drawing 

dSt. Joseph's School, West Depere,cla»s work and drawing 
d St. jonn'.-> Scnool, Woouvine, class work ana drawing 
d Holy Guardian Ansel's Scnool, Sturgeon Hay, class 
work, drawing and maps 

d St. Stepneu'i school, Steven's Point, class work and 
drawing. 



d St. Peter's School. Steven's Point, class work and. 
drawing 

dSt. Mary's School, South Kaukauna, class work and 
drawiDg ^ 

d St. Mary's School, Wausau, class work and drawing 
d Holy Trinity School, La Crosse, class work and drawing 
d St. JaoitS' School. La CrohSe, class woik and drawing 
d St. jonn's School, La Crosse, class work and drawing 
d St. Mary's School, L i Crosse, classwork and r'rawing 
d St. W enceslaus' School, La Crosse, class worK and 
drawing 

d St. Agnes' School, Ashland, class work and drawing 
d Cnrist's School, Baytield, class work drawing and maps 
d St. Mary's School, Fountain city, class work and draw- 
ing 

d St. Aloysius' School, Sauk City, class work and draw- 
ing 

d St. Mary's School, St. Mary's Ridge, class work and 
di awing 

Diocese of La Crosse, La Crosse, science and art work, 
eighteen schoo.s 

St. Joseph's Indian School, (Male and Female) Ken- 
hena, Classwork, drawing, needlework, industrial woik; 
minature engine by an Indian Boy 

St. Mary's School, Poria^e. ciass work and drawing 

St. Mary's Select School, Milwaukee, class work, draw- 
ing and music 

St. Joseph's Cathedral School, La Crosse, class and art. 
work 
St. Mary's Institute, Marinette, class and art work 

Archdiocese of Milwaukee, MiiwauKee, class, needle, 
wax and kindergarten work of twenty -two schools 

St. Mary's institute, Prairie du Chien, class and art 
work 

Notre Dame Convent, Milwaukee, Paintings.music etc. 

St. J ohn's School, Oreen Bay, class and art work 

St. Joseph's School, Appleton, ciass and art work 

St. Mary's School, Appietou, class work 

Holy Cross School, Bay Settlement, class work and map 
drawing 

St. Francis Convent, Bay Settlement, class and kinder- 
garten work 

SS. Peter and Paul's School, Grand Rapids, class work 
aivi m.iii- 

District School, Little Chute, classwork, drawing and 
kindergarten 

St. Patrick's School, Maple Grove, class work 

Academy of Lourdes, Marinette, class work 

Cathedral School, Green Bay, class work, embroidery, 
and kindergarten 

Sisters of Notre Dame, Milwaukee, Literary, art and 
needlework of ninety-one schools 

St. Peter's School, Oconto, class work and drawing 

St. Patrick's School, Menesha, classwork . 

St, Michael's School, Milwaukee, class work 
d Holy Cross School. La Crosse, school woi k. 
d St. Marv's School, Mineial Point, class work, plain and 
fancy needle work. 

d Notre Dame Parish School, Chippewa Falls, class work 
Historical charts and art work. 



FINAL REPORT CATHOLIC EDUCATIONAL EXHIBIT. 



175 



Awards 



TO SCHOOLS OF THE CHRISTIAN BROTHERS 

(BROTHERS OF THE CHRISTIAN SCHOOLS) 

IN FOREIGN COUNTRIES. 



BELGIUM:. 

Frere Alexis, Carls bourg. Relief Maps, 
Sets of Wall Maps, Text Books and Globes. 

GREAT BRITAIN. 

Tooting College, London, Advanced Scien- 
tific Work. 

St. Joseph's Industrial School, Longsieht, 
Manchester. Wood- Carving from Original 
Designs. 

FRANCE. 

Freres des Ecoles Chretiennes. St. Araand, 
Les Eaux (Nord). Stenography, Maps, Draw- 
ings and Class-Work. 

Freres des Ecoles Chretiennes Procure 
Generole. Paris. 70 Text Books for Schools 
in all Branches and of Various Grades 

Ecole Professionnel de St. Nicolas, Paris. 
Skilled Work in Mechanic Arts, Wood and 
Map Engraving, Finely Carved Furni ure, 
Musical, Optical and Surveying Instruments, 
Machinery, etc , li Trades. 

Ecole Professionnel de St. Nicolas, Paris. 
Class and Art Work 

Ecole Professionnel de St. Nicolas. Paris 
Issy-Sur Seine. Ornamental and Linear 
Drawing. 

Ecole St. Nicolas. Paris (Seine- et-Oise). 
Ornamental and Geomentrioal Drawings. 

Freres des Ecoles Chretiennes, St. Auban 
(Toulouse). Ornamental and Linear Draw- 
ings. 

Freres des Ecoles Chretiennes, Haze- 
brouck. Ornamental and Linear Drawings. 

Feres des Ecoles Chretiennes. St. Omer 
(Pas-de-Calais). High-Grade Art Wck. 

Freres des Ecoles Chretiennes, Troyes. 
Art, Work Advanced Grades. 

Freres des Ecoles Chretiennes, Mezieres. 
Ornamental and ueometrical Drawings. 

Freres des Eco'es Chretiennes. Charleville. 
Ornamental and Linear Drawings 

Freres des Ecoles Chretiennes, Dijon. His- 
torical and Scientific Class-Work, Drawings, 
etc. 

Ecoles des Freres, LaMotte (Sovoy). 
Class- Work, Drawings, etc. 

Procure Generale des Freres des Ecoles 
Chretiennes, Paris. Charts and drawing 
Models in Plaster. Zinc and Wood. 

Frere Joseph, Superieur Generale' des 
Freres des Ec les Chretiennes Paris. Ex- 
hibits from 173 Institutions of the Brothers 
of the Christian Schools throughout the 
World. 

Freres des Ecoles Chretiennes, Paris Lit- 
erary. Scientific and ArtWork. 80 Schools 
from France, Spain, England and Bel- 
gium. 

Ecole des Freres, Beziers (Herault'. Class- 
Work, Drawings, Herbaria and Minerals. 



Ecole des JFreres du Centre, Bordeaux 
Drawings, etc. 

Ec<de St. Pierre, Lille. High Class Art 
Woik in All Depanments of Designings 
Drawing and Painting. 

Ecole St. Luc. Lille. Original Illuminated 
Design*, Drawings and Paintings. 

Freres des Ecoles Chretiennes, Cbamberry 
(Savoy. Class- Work, Maps and Drawings. 

Freres des Ecoles Chretiennes. St. Martin 
D' \inay. Class- Work, Drawings and Maps. 

Frere Arille. Reims. 3 Volumes: Original 
Designs, Methods of Teaching, Drawing and 
Design. Perspective, Decorative, etc. 

Freres des Ecoles Chretiennes Procure 
Generale, Paris. Series of Drawing Books 
and Models f<>r Instruction in Drawing, De- 
sign and Construction. 

Freres des Ecoles Chretiennes, Moulins. 
Art, Class- Work and Maps. 

Ecole de la Salle, Lyon. Advanced Class- 
Work and Drawings. Machinery and Iron- 
Work from Original Designs. 

Freres des Ecoles Chretiennes, St. Etienne 
(Loire). Scientific Class and Art Work. 

Freres d^s Ecoles Chretiennes, St. Etienne 
(Loire) (School for Deaf-Mutes). Original 
Method for Sign Teaching. 

Frere Leobert, Bordeaux. Album of Calli- 
graphy, Method of Teaching Writing. 

Ecole des Freres, Carcassonne (Aude)_ 
Class-Workand Drawings. 

Ecole des Freres, Marmande. Miscellane- 
ous Drawings. 

Eoole St.Pierre, Lille. Miscellaneous Class- 
Work of Students. 

Ecole St. Clotide, Paris. Class- Work, Maps,, 
etc. 

Ecole St.Ambroise, Paris. Advanced Class- 
Work. 

Freres des Ecoles Chretiennes, Beauvais.. 
Class- Work, Drawings, etc. 

Freres des Ecoles Chretiennes (Pension- 
nat), Beauvais (Oise). Advanced Class- 
Work, etc. 

Freres des Ecoles Chretienne, Beauvais. 
Plans, Buildings, Agricultural Machinery,, 
etc. 

Ecoles des Freres, Nantes. Linear Draw- 
ing and Water Colors. 

Ecoles des Freres, Cambrai. Maps and 
Drawings. 

Ecoles des Freres, Douai. Specimens Car- 
pentry and Iron Work. 3 Years' Course. 

Ecoles d?s Freres, Rouen, Commercial and 
Elementary Class- Work and Drawings. 

Ecoles des Freres. Ciiartres. Geometrical, 
Architectural and Ornamental Drawing. 

St. Michael's, Notre Dame and St. Marie's 
School. Havre. Class- Work, Maps, Draw- 
ings and Charts. 



174 FINAL REPORT CATHOLIC EDUCATIONAL EXHIBIT. 



Ecole, des Freres, St. Laurent (Salanque), 
C ass- Wo^k and Drawings. 

Ecole dt-s Freres. Perpignau. Class-Work, 
Surveys and Drawings. 

Freres des Ecoles (Jhretienn.es, Fourcham- 
bault. Sketches from Objects and Linear 
Drawings. 

Freres des Ecoles Chretiennes, Commen- 
try. Sketches. Maps. Drawings, Water Col- 
ors, etc. 

Freres des Ecoles Chretiennes (Pensionat 
de La Salle). Bordeaux. Scientific Work in 
Agriculture, Viticulture and Art- Work. 

Freres des Ecoles Chretiennes, Gray 
(Haute Saone). Enlarged Reproductions of 
Pen and Water-Color Sketches, etc. 

Freres des Ecoles Chretiennes, Cette Her- 
ault. Class-Work. Drawing, etc. 

Freres des Ecoles Chretiennes, Montpe- 
lier. Class- Work and Drawings. 

Freres des Ecoles Chretiennes (Ecole de la 
Madaleine) Beauvais (Oise». Scientific Re- 
searches in Agriculture, Horticulture, Peda- 
gogy and other Scientific Subjects. 

Ecoles des Freres, Alais. Ornamental and 
Geometrical Drawings. 

Ecole des Freres, Bergue. Perspective Re- 
liefs, etc 

Ecole des Freres, Laurac. Class and Agri- 
culture Work. 

Ecole des Freres, Arbois (Jura). Miscel- 
laneous Drawings. 

Ecole des Freres, Ormans (Doubs). Maps. 

Ecole Chretienne des Freres. Nancy. 
Geometrical and Ornamental Drawings. 
■Clay Modeling and Studies in Stone Arches, 
d Ecole Commerciale St. Joseph, Paris. 
Class- Work and Maps. 

d Ecole Chretienne, St. Sulpice, Paris. Class- 
Work, Christian Doctrine, 
d Ecole Chrstienne, St. Denis du St. Sacre- 
ment, Parie. Class- Work and Maps, 
d Ecole Chretienne, St. Germain, l'auxer- 
rois. Paris. Cla s-Work, Free-Hand and 
Ornamental Drawings. 

d Ecole Chretienne. de Freres, Privas (Ar- 
deche.) Writing, Agriculture Work and 
Maps. 

d Ecole Chretienne des Freres de la Roche 
(Haute Savoie.) Specimens of Grafting, 
d Ecole des Freres Landiviseau(Finistiere). 
Class-Work, Celtic Language. 



d Ecole des Freres Bedarieux (Herault). 
Free-Hand Sketches, Finished Drawings 
and Maps. - i„i S „ 

Ecoles des Freres. St. Paul, Ste. Eulalie 
Sacred Coeur, St. Julien, Notre Dame, St. 
Martial, St. Bruno. St. Ferdinand, St. 
Charles, St. Nicholas, et St. Seunn, of Bor- 
deaux. Class-Work and Linear and Orna- 
mental Drawings. TV™.1 
Ecole des Freres, Beaune (Cote D or). 
Class- Work, Chart on the Phylloxera. 

ISLE OF MAURETIUS. 

Brothers of the Christian Schools, Cure- 
pipe. Treatise on the Courses of Cyclones 
During 30 Years. 

SPAIN. 

Brothers of the Christian Schools, Valla- 
dolid. Class-Work. Drawings and Maps. 

Brothers of the Christian Schools. Duesto 
Bilboa. Class- Work, Drawings and Calli- 

Sr Brothers of the Christian Schools. Co- 
breces (Santander). Class- Work and Maps, 
College de Nostra Senora de Lis Maravil- 
las. Madrid. Class- Work and Maps. . . 
d Ecole des Freres Santa Susana, Maand. 
Class- Work and Drawings. ^^a^a 

d Ecole des Freres, St. Sebastian, Madad. 
Class- Work 

d Orphelina dn Sacre, Coeur, Madrid. . Class- 
Work. Drawings, Printing, Book-Binding, 

d Pensionnat de Castro, Urdiales, Miscella- 
neous Class-Work. 

d Establissement des Freres de la Santa 
E<pina Valladolid. Class- Work, Drawings. 

d Ecoles des Freres de Anaz (Santander) 
Linear Drawing. 

HAWAIIAN ISLANDS. 
Schools of the Brothers of Mary (Dayton, 

St? Louis College, Honolulu. Class and 
Art Work 

d Catholic Mission, Wailuku. Class-Work, 
d St. Mary's School, Hilo. Class-Work. 

NOVA SCOTIA, 
d La Salle Academy, Halifax. Class-Work, 
Phonography and Drawings. 



FINAL REPORT CATHOLIC EDUCATIONAL EXHIBIT. 175 

APPRECIATION BY THE HOST REVEREND ARCHBISHOPS. 

Resolutions 

Adopted by the Archbishops at Their Meeting in Chicago. 
September 14, 1893. 



The Archbishops of the "United States of America, assembled in 
Chicago, September 14, 1893, hereby express their appreciation of the zeal of 
those who have responded to their invitation of July, 1890, to unite in the 
National Catholic Educational Exhibit at the World's Columbian Exposition. 

They cheerfully indorse the sentiment universally expressed as to the 
high merit of all kinds of work from institutions of every grade, ranging 
from the kindergarten to the university and ecclesiastical seminary. 

In recognition of the services rendered the great cause of Catholic 
Education by t.aose who have in any way contributed to this magnificent 
exhibit, 

Resolved, That we acknowledge the services of our beloved brother, Right 
Reverend John Lancaster Spalding, to the Catholic Church in the United States, in 
having consented to assume the responsibility of President of the Catholic Educa- 
tional Exhibit, and in having guided this undertaking to a successful issue by his 
wisdom, prudence and skill. 

Resolved, That we express our sense of the value of the labors of Brother 
Maurelian, secretary and manager, in the difficult work of directing the preparation 
and installation of the exhibits, and that we tender him our sincere thanks for his 
services in behalf of Catholic Education. 

Resolved, That we express our heartfelt pleasure and high appreciation of the 
earnest efforts of our prelates, clergy, the 1 religious of the various brotherhoods and 
sisterhoods, secular educators, Catholic authors and publishers and the laity in 
general, who have made this exhibit possible by their co-operation. 

Resolved, That graded certificates of award be issued to institutions having 
exhibits according to the extent and merit of each, and that fac-similes of the signa- 
tures of His Holiness Pope Leo XIII., of His Eminence Cardinal Gibbons, and of 
Bishop Spalding be engraved on the certificates, and that they be countersigned by 
the secretary. 

Resolved, That Right Reverend Bishop Spalding, president, be requested to 
appoint a committee on awards to carry out the intent of the foregoing resolution. 

Resolved, That we offer our grateful acknowledgments to the World's Fair 
Officials for their uniform kindness and courtesy to our representatives at the World's 
Columbian Exposition. 

Resolved, That these resolutions be spread on the minutes, and that they be 
duly made known to all interested. 

The Archbishops of the United States of America. 

P. W. Riordan, Archbishop of San Francisco, 
Chairman Committee on Resolutions, Catholic Educational Exhibit 

Chicago, September 14, 1893. 



176 FINAL REPORT CATHOLIC EDUCATIONAL EXHIBIT. 

To guard against misapprehension that could arise in some minds on the sub- 
ject of issuing Diplomas independent of those decreed by the Bureau of Awards of 
the World's Fair, I explained the object of the Most Reverend Archbishops and 
received in reply the following note from the Hon. J. W. Hoyt, representative of the 
Bureau of Awards: 

World's Columbian Exposition, Bureau of Awards, 
Administration Buildings, Jackson Park, 

Chicago, III., September 11, 1893. 
My Dear Brother Maurelian: Please understand that the Committee is 
entirely in harmony with the wishes of their Graces, the Archbishops, and that they 
desire me to extend to yourself as their representative, as well as to them, thanks for 
the courtesy implied by your mission. Humbly, but most sincerely, 

Your friend and brother, 
John W. Hoyt. 



Htcbbisbops' Hwaros. 

To carry into effect the wishes embodied in the Resolutions by the Archbishops, 
Right Reverend J. L. Spalding, D. D., Bishop of Peoria and Presi- 
dent of the Catholic Educational Exhibit, requested 
the following Members to serve as the 

Executive Committee on Hwarbs, 

Rev. D. J. Riordan, Pastor St. Elizabeth's, Chicago, Chairman. 
Rev. M. J. Fitzsimons, Pastor Holy Name Cathedral, Chicago. 
Wm. A. Amberg, President Columbus Club, Chicago. 
Brother MAURELiAN,Secretary. 

The Certificates were graded so as to be in keeping with the extent and merits 
of the numerous exhibits. 

A Committee of Judges was employed to examine and report to the Executive 
Committee, as to the extent and merits of each exhibit, and to suggest which grade 
of Certificate should be decreed. 

The Certificates were graded as follows: 

1. Diploma op Honor. . 

2. Diploma. 

3. Certificate op Merit. 

4. Honorable Mention. 

The Certificates contain the Portraits of His Holiness, Pope Leo XIII, Chris- 
topher Columbus, Queen Isabella and George Washington, grouped around the 
American Eagle. 

The Certificates have the engraved fac simile signatures of Pope Leo XIII r 
Cardinal Gibbons and Bishop Spalding, President. They are countersigned by the 
Secretary. 



FINAL REPORT CATHOLIC EDUCATIONAL EXHIBIT. Ill 

FUNDS. 

One of the most perplexing questions that presented itself was how to 
secure a sufficient amount of money to meet the expenses of preparing, installing and 
caring for the exhibits, and ultimately for winding up the affairs. There was no fund 
any where from which an appropriation could be secured. Voluntary gifts from gen- 
erous persons in sympathy with the great cause of. Catholic education, and the gen- 
erosity of those taking part in the exhibit in bearing a pro rata of the expenses, 
appeared to be the only solution of this embarrassing problem. 

No one, unless actually engaged in the work, could in any degreo form an esti- 
mate of the probable expense of carrying out an exhibit on so large a scale. 

Had there been sufficient funds at the start, the installation could have been 
made much more rapidly and completely, and many important measures could have 
been carried through, which, owing to lack of funds, could not be undertaken. 

The Archbishops, at their meeting in St. Louis, agreed to contribute to the 
general expenses, and to invite their suffragans to do so likewise. At their an- 
nual meeting in New York the Archbishops issued the following letter: 

New York, Nov. 18, 1892. 
To the Clergy and Catholic Laity of the United States: 

Reverend Fathers — Dear Brethren: The Superiors and Directors of our 
schools have begun the preparatory work of holding a Catholic Educational Exhibit 
at the Columbian Exposition, and we have received assurance from them that ample 
material will be provided to illustrate our educational work and methods. The hold- 
ing of this educational exhibit involves a considerable outlay of money. The various 
institutions which take part in the exhibit will, it is true, bear a portion of the ex- 
pense, but if the project is to be entirely successful we must have a fund upon which 
we may draw to provide whatever may be necessary to make the exhibit worthy of 
our zeal and labors in the cause of Christian education. The Secretary and Manager 
must receive pay for his work; a bureau of information, with salaried clerks, must be 
kept; circulars, pamphlets and cataloguesof the exhibit must be published and dis- 
tributed, and the rooms in which the exhibits will be placed must be adorned and 
made attractive. It is also the intention to make a complete collection of books 
written in English by Catholic authors, and to publish a souvenir volume, giving a 
history of Catholic education in the United States. In fact, the managers are anx- 
ious to make this exhibit so complete and so interesting that it will become and re- 
main a memorable event in the history of American Catholic education. 

But to do this they must have sufficient means at their disposal, and, since this 
is a private enterprise, they are compelled to appeal to the Catholic clergy and laity to 
come to their aid. The Holy Father has sent his apostolic blessing to all who take 
part in this work, and w T e feel confident that arguments are not needed to induce the 



178 FINAL REPORT CATHOLIC EDUCATIONAL EXHIBIT. 

Catholic clergy and laity to contribute what will be amply sufficient to make our 
Catholic Educational Exhibit, which will be the only distinctively Catholic feature 
in the World's Fair, one of the most important and valuable departments. Not in 
our day shall we again have such an opportunity to bring our educational work, 
which is so intimately associated with all our higher interests as Catholics and 
Americans, to public attention and inspection. For multitudes this exhibit will be 
the standard whereby they will measure the worth and efficiency of our system and 
methods. Let no one remain indifferent where such interests are involved. If the 
exhibit is what we have reason to believe it will be, it will awaken new zeal, and give 
a fresh impulse to the cause of Catholic education in the United States. We confi- 
dently believe that this appeal will meet with a generous response from the rich and 
poor alike, and that multitudes of the faithful shall have the satisfaction to know 
that they have part in this work. 

Contributions may be sent to Right Rev. J. L. Spalding, D. D., President of 
the Catholic Educational Exhibit, northeast corner Thirty-fifth and Wabash avenue, 
Chicago, 111. 

[Signed by the Archbishops.] 

This letter was widely circulated, and notwithstanding the general depression 
and extraordinary demands upon their generosity, the published financial statement 
in this report shows how much our people have the cause of education at heart. In 
many Dioceses, prelates requested the pastors to have a special collection, or to raise 
funds as in their judgment seemed best. 

Archbishop Katzer, of Milwaukee, in his circular on the subject, wisely sug- 
gested that " parishes not represented in the exhibit, or not supporting Catholic 
schools, were for this reason better able to contribute to aid in an undertaking that 
ought to be of interest to all." 



A LETTER FROM THE BISHOP OF ALTON. 

Alton, March 27, 1893. 
Editor New World: Brother Maurelian writes that the managers of the Cath- 
olic Exhibit are pressed for funds to meet large payments due early in April and May 
This should not be; before all things else the Catholic Exhibit should have the sym- 
pathy and help of the Catholics of the United States, especially just now. The soul 
of Catholicity, from the days of the gifted Carroll to our own, finds expression in our 
incomparable educational system. The Catholic Exhibit will speak aloud the voice 
of the labor, the sacrifice, the hope, the thought of those who have gone before us in 



FINAL REPORT CATHOLIC EDUCATIONAL EXHIBIT. 179 

the faith here; it will bring forth the living principle that religion is the vital — the 
absolutely essential element of all real education. No other lesson so needs to be 
impressed upon the people of our time; none so fixes the attention of the thoughtfuL 
citizens of our land. Therefore, as its noblest act — its best achievement alike for the 
Church and the Commonwealth— the last Plenary Council, of Baltimore, lifted into 
high relief before all the American people the school as it ought to be, with religion 
in its midst all the day and every part of the day, breathing forth its formative influ- 
ence. On the lines of that Council we stand firm and immovable. 

Yours truly in Christ, 

iJiJames Ryan, 
Bishop of Alton. 
To Mr. John Hyde, Editor "New World," Chicago, 111. 



Receipts for Expenses of Diocesan Exhibits. 

Brooklyn, Rt. Rev. Charles McDonell, D. D $ 500 00 

Buffalo, Rt. Rev. S. V. Ryan, D. D 900 78 

Chicago, Mt. Rev. P. A. Feehan, D. D„ amount of receipts as reported by 

the Chicago Diocesan Committee 7,164 18 

Cleveland, Rt. Rev. F. Horstmann, D. D 800 00 

Covington, Rt. Rev. C. P. Maes, D. D 209 11 

Denver, Rt. Rev. N. P. Matz, D. D 210 00 

Dubuque, Mt. Rev. John Hennessy, D. D 700 00 

Detroit, Rt. Rev. John Foley. D. D 265 00 

Ft. Wayne, Rt. Rev. Jos. Rademacher, D. D 400 00 

Green Bay, Rt. Rev. S. G. Messmer, D. D 335 30 

La Crosse, Rt. Rev. Jos. Schwebach. D. D .' 210 66 

Manchester, Rt. Rev. D. M. Bradley, D. D 250 00 

Milwaukee, Mt. Rev. F. X. Katzer, D. D 430 00 

Natchez, Rt. Rev. Thos. Heslin, D. D 100 00 

New Orleans, Mt. Rev. F. Jannssens, D. D 300 00 

New York, Mt. Rev. M. A. Corrigan, D. D 2,450 00 

Pittsburgh, Rt. Rev. Richard Phelan, D. D 600 00 

Philadelphia, Mt. Rev. P. J. Ryan, D. D 1,168 45 

San Francisco, Mt. Rev. P. W. Riordan, D. D 1,578 99 

Sioux Falls, Rt. Rev. M. Marty, D. D 100 00 

« 

Total from Diocesan Exhibits $18,672 47 



180 FINAL REPORT CATHOLIC EDUCATIONAL EXHIBIT. 

Contributions Toward the Catholic Educational Exhibit from 
Prelates Not Having Diocesan Exhibits. 

Baltimore Archdiocese of), His Eminence Cardinal Gibbons, D. D $ 685 00 

Boston (Archdiocese of), Most Rev. J. J. Williams, D. D 250 CO 

St. Paul (Archdiocese of), Most Rev. John Ireland, D. D. , 100 00 

Santa Fe (Archdiocese of), Most Rev. J. B. Salpointe, D. D 100 00 

Albany, Rt. Rev. Francis McNierny, D. D 200 00 

Alton, Rt. Rev. James Ryan, D. D 525 00 

Belleville, Rt. Rev. John Janssens, D. D 100 00 

Burlington, Rt. Rev. J. S. Michaud, D. D 32 00 

Dallas, Rt. Rev. Thomas Brennan, D. D. (resigned) 50 00 

Davenport, Rt. Rev. H. Cosgrove, D. D 50 00 

Duluth, Rt. Rev. James McGoldrick, D. D 50 00 

Grand Rapids, Rt. Rev. H. J. Richter, D. D 10 00 

Kansas City, Rt. Rev. J. J. Hogan, D. D 156 50 

Mobile, Rt. Rev. J. J . O'Sullivan, D. D 100 00 

Monterey and Los Angeles, Rt. Rev. Francis Mora, D. D 150 00 

Nashville, Rt. Rev. Jos. Radamacher, D. D. (now of Fort Wayne) 100 00 

Ogdensburgh, Rt. Rev. Henry Gabriels, D. D 75 00 

Omaha, Rt. Rev. Richard Scannell, D. D 200 00 

Portland, Me., Rev. James A. Healy, D. D 100 00 

Providence, Rt. Rev. M. J. Harkins, D. D 200 00 

Sacramento, Rt. Rev. P. Manogue, D. D 150 00 

St. Augustine, Rt. Rev. John Moore, D. D 50 00 

San Antonio, Rt. Rev. J. C. Neraz, D. D 50 00 

Springfield, Rt. Rev. Thomas D. Beaven, D. D 50 00 

Vincennes, Rt. Rev. S. V. Chatard, D. D 642 34 

Brownsville (Vicariate-Apostolic of], Rt. Rev. Peter Verdaguer, D. D 5 00 

North Carolina (Vicariate-Apostolic of), Rt. Rev. Leo Haid, D. D., O. S. B. 30 00 
Washington, D. C, Catholic University of America, Rt. Rev. J. J. Keane, 

D. D 134 00 

Total contributions from Prelates not having Diocesan exhibits $4,344 84 



Receipts from Religious Teaching Orders Having Collective Ex- 
hibits or Groups of Exhibits. 

Brothers of Mary, Dayton, Ohio $ 481 52 

Brothers of the Sacred Heart, Indianapolis, Ind 187 45 

Brothers of the Christian Schools of France, Spain, England and Belgium. . 1,115 43 

Amount carried forward $1784 40 



FINAL REPORT CATHOLIC EDUCATIONAL EXHIBIT. 181 

Amount brought forward 61784 40 
Brothers of the Christian Schools of the United States, comprising the Dis- 
tricts of New York, St. Louis, San Francisco and Baltimore 2,133 51 

Sisters of Charity, Emmittsburg, Md 25 00 

Congregation de Notre Dame, Archdiocese of Boston 120 00 

Sisters of Divine Providence, Castroville, Texas 30 42 

Sisters of St. Francis, Oldenburg, Ind 25 00 

Sisters of Loretto, Loretto, Ky 216 13 

Sisters of Precious Blood, O'Fallon, Mo 42 76 

Sisters of Providence, Vigo County, Ind 72 75 

School Sisters of Notre Dame, Milwaukee and Baltimore 325 00 

Sisters of St. Joseph, St. Louis District 123 47 

Total receipts from collective or grouped exhibits $4,898 44 



Receipts for Individual Exhibits and Institutions in Diocesan 

Exhibits. 

Arcadia, Mo., Ursuline College » $ 20 00 

Chicago, 111., Sisters of Mercy, All Saints' School, Rt. Rev. E. J. Dunne, 

D. D., (now Bishop of Dallas) 100 00 

Chicago, 111., Sisters of Mercy, Holy Angels' Academy, Rev. D. M. Tighe. . . 95 28 

Chicago, 111., Sisters of Mercy, St. Gabriel's School, Rev. M. J. Dorney 40 00 

Columbus, Ohio, Papal Josephinum College, Rev. Jos. Jessing 308 05 

Council Bluffs, Iowa, Sisters of Charity, B. V. M., St. Francis Academy. . . . 17 85 
Ft. Wayne, Ind., Brothers of the Holy Cross, (Diocesan and Individual ex- 
hibit) 27 64 

Ferdinand, Ind., Benedictine Sisters 5 00 

La Salle, 111., St. Vincent's School, Sisters of Charity 10 00 

Marysville, Cal., College of Notre Dame, Sisters of Notre Dame 40 00 

Mobile, Ala., Visitation Academy 20 00 

Nashville, Tenn., St. Bernard's Convent, Sisters of Mercy 5 00 

Nashville, Tenn., St. Joseph's School, Sisters of Mercy, Very Rev. P. J. 

Gleason, V. G 40 00 

Nauvoo, 111., St. Mary's Academy, Benedictine Sisters 5 00 

New Lexington, Ohio, St. Aloysius Academy, Sisters of St. Francis 12 50 

Memphis, Tenn., St. Patrick's School, Sisters of Charity, Nazareth; Rev. 

John Veale 54 25 

Memphis, Tenn., Ashe Art School, Miss M. L. Ashe 35 00 

Norfolk, Va., St. Mary's School, Sisters of Charity 5 00 

Amount carried forward $839 97 



182 FINAL REPORT CATHOLIC EDUCATIONAL EXHIBIT. 

Amount brought forward $839 97 

Notre Dame, Ind., Notre Dame University, Congregation of the Holy Cross. 366 19 

Notre Dame, Ind., Bishops' Memorial Hall and Catholic Reference Library. 425 00 

Ogdensburg, N. Y., Gray Nuns, St. Mary's Academy, Rev. J. H. Conroy. ... 12 25 

Ottawa, 111., Sisters of Mercy, St. Francis Xavier's Academy 10 00 

Philadelphia, Pa., League of the Sacred Heart 47 50 

Philadelphia, Pa., American Catholic Historical Society 40 00 

Pine Bluff, Ark., Annunciation Academy and Colored Industrial Institute; 

Sisters of Charity, (Nazareth), Rev. J. M. Lucey 205 81 

Portsmouth, Va , Cathedral School, Sisters of Charity 5 00 

Racine, Wis., St. Catherine's Academy, Dominican Sisters, (Diocesan Ex- 
hibit of Milwaukee 25 00 

St. Augustine, Fla.; St. Joseph's Academy', Sisters of St. Joseph 22 10 

St. Louis, Mo., Ursuline Academy 20 00 

St. Peter's Mission, Mont., Ursuline Nuns 35 00 

Seattle, Wash., Sacred Heart School, Dominican Sisters . . 26 80 

Westchester, N. Y., New York Catholic Protectory, (Diocesan Exhibit of 

New York) 500 00 

Toledo, Ohio, St. Francis de Sales School, Rev. Dr. Quigley, (Diocesan ex- 
hibit of Cleveland) 48 00 

Grass Valley, Cal., Mt. St. Mary's A cademy, Sisters of Mercy 120 00 

Total from Individual exhibits $2 ,749 22 

Receipts for Expenses of "Catholic Education Day," Sept. 2d, 1893. 

Rev. Hugh McGuire, St. James' Church, Chicago, 111 $25 00 

Rev. P. J. Muldoon, Chancellor Cathedral, Chicago, 111 25 00 

Rev. P. Hodnett 5 00 

Brothers of the Christian Schools, New York 40 00 

Rev. F. Gunn, Cedar Rapids Iowa 5 00 

Rev. Brother Pius, De La Salle Institute, Chicago, 111 8 00 

Rev. Brother Victor, St. John's School, Baltimore, Md 5 00 

Rev. F. M. Lichna 7 50 

Rev. J. C. Naacke, Carroll, Iowa 5 00 

Rev. Thos. Rowe, Strawberry Pt., Iowa , 5 00 

School Sisters of Notre Dame, Baltimore, Md 5 00 

Rev. G. W. Herr 5 00 

Sisters of Notre Dame, Marysville, Cal 5 00 

Rev. M. Meagher, Ackley, Iowa 5 00 

Rev. F. J. Browne 5 00 

Sisters of Notre Dame, Cincinnati, Ohio 5 00 

Sundry Contributions 17 85 

Total $ 177 35 



FINAL REPORT CATHOLIC EDUCATIONAL EXHIBIT. 183 

Received from Institutions for Expenses, Engraving, Printing and Clerks 

expenses, Archbishops' Awards .■:... $1,014 00 

Heceived from sale of Catalogues 30 70 

Received Salvage, Lumber, Furniture, etc «... 531 43 

Received from Catholic Reference Library, Notre Dame, Ind., Amount to 

cover expenses collecting Columbian Library, Catholic Authors, etc. . 500 00 



Contributions to the Catholic Educational Exhibit. 

ALABAMA. 

Cullman, Rt. Rev. B. Menges, O. S. B. Abbot $ 5 00 

Mobile. Rev. Francis Lonergan, S. J., President Spring Hill College 20 00 

" Rev. Jos. Raduit, S. J. , 5 00 

" Visitation Convent 10 00 

" Miss Mary McGill , 10 00 

Montgomery, R. D. Savage 5 00 

" Sundry persons in small sums 2 75 

ARKANSAS. 

Little Rock, Sisters of Mercy 5 00 

CALIFORNIA. 

Berenda, Michael Joice 10 00 

Jackson, Rev. P. J. Van Schie 5 00 

Lochf ord, Rev. Father Quill 5 00 

Marysville, College of Notre Dame 20 00 

Rev. M. Coleman ! 5 00 

Oakland. Manuel Lopez , 5 00 

« St. Mary's College 105 00 

" Eugene Kelly 5 00 

Petaluma, G. Guglillmetti 5 00 

Rio Vista, Joseph Brunning 5 00 

San Diego, Anonymous .... 10 00 

San Francisco, Very Rev. H. Imoda, S. J., President St. Ignatius College. . . 100 00 

Rev. P. C. Yorke 50 00 

Rev. Leo Bruener, O. S. F 10 00 

" Gentlemen's Sodality, B. V. M., St. Ignatius' Church 10 00 

" Sisters of the Holy Family 10 00 

" George Jobst 5 00 

" Emery La Vallee 5 00 

" Sisters of Mercy 5 00 

Continued next page. 



181 FINAL REPORT CATHOLIC EDUCATIONAL EXHIBIT. 

Los Angeles, Catholic Beneficial Association 10 00 

North Temescal, Catholic Knights of America, Branch 619 6 00 

Vallejo, Adela Vallejo 5 00 

Watson ville, Rev. M. Marron 5 00 

Yolo, Mrs. A. Brummerly ' 5 00 

" Sundry persons in small sums 4 75 

COLORADO. 

Denver, Rev. J. Marra, S. J., Sacred Heart College 10 00 

CONNECTICUT. 

New Britain, Rev. M. Tierney 10 00* 

Waterbury, Rev. Jno. J. Duggan 5 00 

r DELAWARE. 

Wilmington, Cash 1 00 

DISTRICT OF COLUMBIA. 

Washington, Thos. E. Waggaman 50 00 

B. J. Coyle 10 00 

Very Rev. J. A. Stephen 5 00 

* Ada S. Reid 5 00 

Kate V. Egan 5 00 

Prank H. Jones 5 00 

In sma 1 amounts 3 78 

IDAHO. 

Boise City, Rev. J. Vander Heydon 5 00 

ILLINOIS. 

Alton, Rev. F. Melzle 10 00 

Aurora, Rev. James Cote 10 00 

Belvidere, Rev. Thos. Finn 5 00 

Bloomington, V. Rev. M. Weldon 5 00 

Breese, Rev. August Reincke 5 CO 

Bunker Hill, Rev. F. H. Zabel, D. D 5 00 

Continued next page. 



FINAL REPORT CATHOLIC EDUCATIONAL EXHIBIT. 185 

Champaign, Rev. A. J. Wagner 20 00 

•Chicago, Wm. A. Amberg, President Columbus Club 100 00 

" D. F. Bremner 50 00 

Frank Headen 50 00 

" A friend - 50 00 

J. S. Hyland 40 00 

" Rev. V. Barzinski 25 00 

Chas. A. Mair 25 00 

Rev. M. J. Corbett 10 00 

" Mrs. P. J. McMahon 10 00 

" Kilian Mueller 10 00 

John Gainor 10 00 

P.T.Barry 5 00 

" T. J. Brossnan 5 00 

" J. H. Burke 5 00 

" C. P. Caldwell 5 00 

" A. Dueber .5 00 

" A. W. Garre 5 00 

" G. J. Geldermann 5 00 

" « Thos. F. Hogan , . 5 0C 

" Ernest Hechinger 5 01 

" Washington Hesing , 5 00 

Rev. P, N. Jaeger, O. S. B 5 00 

" Mrs. K. Jamison 5 00 

" Louis Machisicki 5 00 

" Mrs. H. Sheeler 5 00 

" School Sisters of Notre Dame, Hudson Ave 5 00 

" Sisters' Congregation de Notre Dame, Vernon Park Place 5 00 

" John Sweeney 5 00 

Rev. A. Tolton 5 00 

Mrs. J. Wall 5 00 

Danville, V. Rev. B. J. O'Reilly (now at Peoria) 25 00 

Dixon, Rev. J. L. Maloney 5 00 

Dwight, Rev. F. B. Moore 5 00 

Effingham, St. Anthony's Congregation 15 00 

Rev. P. R. Ducey 5 00 

Evanston, Mrs. J. C. Connor 5 00 

Freeport, Rev. C. Kal velage 5 00 

Fremont Centre, Rev. Joseph Rhode 5 00 

Highland, Rev. J. Meckel '. 10 00 

Continued next page. 



186 FINAL REPORT CATHOLIC EDUCATIONAL EXHIBIT. 

Kampsville, Rev. C. Johanne 5 00 

Mascouth, Sisters of the Poor Handmaids of Jesus Christ 5 00 

Mendota, Rev. Peter Schmidt 5 00 

" Henry Sondgeroth 5 00 

Mononk, Rev. Innocent Bruns, O. S. F 5 00 

Nauvou, Benedictine Sisters. 5 00 

Rev. H. J. Rheinbold 5 00 

Rev. H. J. Rheinboldt's Collection in Church 26 00 

New Berlin, Rev. John Mohr 10 00 

Newton, Rev. John Molitor 5 00 

Ottawa, Sisters of Mercy 5 00 

Papineau, Rev. John Rouquie 5 00 

Peru, Rev. M. Heaf y 30 00 

Quincy, Rev. M. Weiss 20 00 

Rutland, Rev. Chas. Schruppner, O. S. F 5 00 

Teutopolis, Rev, P. N. Leonard, O. S. F 10 00 

Wapella, Rev. N. A. Dowling 5 00 

Warsaw, Rev. J. C. Schurz 5 00 

Winona, Rev. J. J. Smith 5 00 

Received in small sums from various sources in sums less than $5 33 40 

INDIANA. 

Brookville, Rev. M. Fleischmann 10 00 ; 

Connellton, Rev. J. W. Book 5 00 

Evansville, Frank Endress .- 5 00' 

Fort Wayne, Joseph Geehren 5 00 

Fort Wayne, St. Mary^s School 18 70 

Georgetown, A. Schlennenberger 5 00 

La Fayette, Rev. J. H. Guendling 5 00 

Lawrenceburgh, Rev. J. H. Sondermann 5 00 

Lawrenceburgh, St. Lawrence School 10 25 

Lawrenceburgh, Mrs. A. D. Cook 5 00 

Millhausen, Rev. J. P. Gillig 10 00 

Muncie, Rev. Wm. Schmidt 5 00 

Oldenburg, Franciscan Fathers 5 00 

Prescott, Rev. G. W. Ginnez 5 00' 

St. Leon, Chas. Krauss 5 00' 

St. Peters, Joseph A. Fleischmann 5 00 

South Bend, P. D. Brien 5 00 

Continued next page* 



FINAL REPORT CATHOLIC EDUCATIONAL EXHIBIT. 187 

South Bend, Mrs. H. Byerly 5 00 

Spencer, Rev. P. B. Gerber, O. S. B., St. Meinrad's Abbey 5 00 

Received in small sums 9 23 

IOWA. 

Fort Madison, V. Buechel 5 00 

Keokuk, Rev. Clement Lowrey 5 00 

Lemars, Mary Geigen 5 00 

Lemars, Mrs. F. Etzel 5 00 

Lyons, Rev. J. A. Schults 5 00 

Manchester, Rev. J. J. Hawley 5 00 

Remsen, Rev. F. Schulte 5 00 

Washington, F. E. Swift 5 00 

West Point, Rev. Wm. Jacoby 5 00 

KANSAS. 

Atchison, Right Rev. Innocent Wolf, O. S. B 5 00 

Concordia, Nazareth Convent 5 00 

Hanover, Joseph Hellman 5 00 

Cash, small amounts 4 00 

KENTUCKY. 

Calvary, Rev. Edward J. Lynch 10 00 

Elizabethtown, Rev. H. Daly 5 00 

Lebanon, Rev. P. De Frame 5 00 

Louisville, Very Rev. M. W. Lawler 10 00 

Mrs. H. Poll 7 00 

Rev. Gabriel Lipps, O. S. F 5 00 

Sisters of Loretto, Eighth street 5 00 

In small amounts 5 00 

LOUISIANA 

New Orleans, J. T. Gibbons 25 00 

Lawrence Fabacher 25 00 

College of the Immaculate Conception 18 00 

Dominican Nuns 5 00 

St. Simeon's Academy 10 00 

St. Joseph's School, Common street 5 00 

Ursuline Convent 5 00 

Continued next page. 



188 FINAL REPORT CATHOLIC EDUCATIONAL EXHIBIT. 

St. Joseph's Academy 15 00 

Mrs. L. Ne whouse 5 00 

Gustave Pitard 5 00 

In small amounts 3 00 

MAINE. 

Lewiston, in small amounts 4 44 

MARYLAND. 

Baltimore, Rev. J. R. Slattery 50 00 

Michael Jenkins 25 00 

Rev. Thos. J. Broydrick 5 00 

Emmittsburg, Mt. St. Mary's College 50 00 

Rev. Edw. McSweeny 5 00 

Embla, Notre Dame Institute 5 00 

Ridgely P. O.; Rev. F. Wolf, O. S. B v 5 00 

Sligo P. O., L. L. Brunett 5 00 

MASSACHUSETTS. 

Armstrong, Rev. John J. Nilan 10 00 

Blackstone, Rev. W. A. Power 10 00' 

Boston, Very Rev. Wm. Byrnes, V. G 25 00 

Rev. M. Moran 25 00 

Very Rev. O. B. Rex, S.J 5 00 

Rev. J. I. Frawley, C. SS. R........ : 5 00 

Henry Merten 5 00 

Brookline, Rev. L. J. Morris 10 00 

East Hampton, Rev. F. Walshe . , 5 00 

Fall River, Rev. Owen Kiernan 20 00 

Lawrence, Rev. J. M. Portal, S. M 10 00 

New Bedford, Rev. Ant. Berube 5 00 

North Easton, Rev. W. J. McCombe 10 00 

Pittsfield, Rev. T. N Smith . 10 00 

Salem, Rev. P. J. Hally 5 00 

Somersville, Rev. J. B. Galvin 5 00 

Springfield, Rev. L. G. Gagnier 5 00 

Waltham, Rev. T. Brosnahan 25 00 

Mrs. Margaret Dolan and others 8 00 

Ware, Rev. T. J. Sheehan 5 00 

Worcester, Rt. Rev. Mgr. Thos. Griffin 5 00 

In small amounts 5 80 

• Continued next page. 



FINAL REPORT CATHOLIC EDUCATIONAL EXHIBIT 189 

MICHIGAN. 

Baraga, Sisters of St. Joseph 5 00 

Detroit, Charles P. Rabaut 10 00 

Hev. F. J. Van Antwerp 10 00 

Angelus Publishing Co 5 00 

Rev. Jos. Dombrowski , 5 00 

Hev. M. P. Dowling, S. J 5 00 

Very Rev. J. F. Friedland 5 00 

Polish Felician Sisters 15 00 

Cash 3 00 

Emmet, Rev. John Lynch 5 00 

Escanaba, Rev. F. Lawrence. O. S. F., contributions per Wm. J. Martiers . . 5 00 

Mr. and Mrs. James Powers 5 00 

John K. Stack 5 00 

Collections from people and children 54 25 

Grand Rapids, Rev. Jos. Benning 5 00 

Hamock, Sisters of St. Joseph 5 00 

Monroe, Rev. B. Schmittdiel 10 00 

Rev. Jas. A. Crowley 5 00 

Iron River, Rev. N. A. Nosbisch 5 00 

"Westphalia, John P. Arens 5 00 

MINNESOTA. 

Barry, Mrs. John Cregin 5 CO 

Blooming Prairie, Rev. D. L. Murry 5 00 

Duluth, Michael Ralph 5 00 

Granville, Sisters of St. Joseph 10 00 

New Trier, Rev. Gregory Koering 5 00 

Rochester, Academy of Lourdes 5 00 

St. Paul, M. W. Cole 10 00 

P. J. O'Keef e 5 00 

" In small amounts 5 10 

MISSISSIPPI. 

Biloxi, Rev. F. J. Blanc t 5 00 

Vicksburg, St. Aloysius' Academy 15 00 

" St. Francis Xaviers Academy 15 00 

" A. L. Jaquith 5 00 

Continued next page. 



190 FINAL REPORT CATHOLIC EDUCATIONAL EXHIBIT. 

MISSOURI. 

Arcadia, Rev. L. C. Wernert 5 00 

Ursuline Convent 20 00 

Bayfield, Rev. A. Schaefer : 5 00 

Conception, Rt. Kev. F. Conrad, O. S. B [ 20 00 

Florrissant, Sisters of Loretto 5 00 

Hematite, Joseph Gatte 5 00 

Kirkwood, Very Rev. Wm. Loewekamp, C. SS. R 20 00 

Louisiana, Denis Kelley 5 00 

Normandy, Very Rev. Peter Hanley, C. P 25 00 

O'Fallon, St. Mary's Institute 

Plattsburg, Rev. Denis Kiely. 

Richfountain, Rev. Joseph Pape — 

Sabula, J. B. McDonald 

St. Charles, Religious of the Sacred Heart '. , 

St. Genevieve, Sisters of St. Joseph 

St. Joseph, Academy of the Sacred Heart 

St. Louis, Very Rev. H. Muhlsiepen 

Ursuline Convent 

Chas. Gerber 

J. B. Clements 

Jas. Downey 

J. A. Massa 

St. Paul, Ursuline Sisters 

Washington, a collection, St. Francis Borgia Church. 

In small amounts from various cities 

MONTANA. 

Butte, St. Patrick's School (Children) 23 60 

" Rev. H. J. Van De Ven 5 00 

" Rev. Cyrus Panwelyn 5 00 

Frenchtown, Rev. H. Allacys 5 00 

NEBRASKA. 

Posen, Rev. L. Sebastianski, S. J 5 00 

" In small amounts 2 00 

NEVADA. 

Virginia, Sisters of Charity, St. Mary's School 10 00 

Continued next page. 



5 00 


5 00 


5 00 


5 00 


5 00 


5 00 


10 00 


10 00 


25 00 


5 00 


5 00 


10 00 


5 00 


5 00 


25 00 


13 25 



FINAL REPORT CATHOLIC EDUCATIONAL EXHIBIT. 191 

NEW HAMPSHIRE. 

Dover, Rev. John Casey 5 00 

Nashua, Sisters of the Holy Cross 5 00 

Rev. B. H. V. Millette 5 00 

" In small amounts 1 00 

NEW JERSEY. 

Bayonne, Rev. B. W. Ahne 10 00 

Newark. Chas. Bukrens 5 00 

Paterson, Sisters of Charity and School 8 25 

" School of the Christian Brothers 5 00 

West HobokemRev. Thomas O'Connor, C. P 5 00 

NEW MEXICO. 

Albuquerque, Rev. A. M. Gentile, S. J 5 00 

Las Vegas, Fred Desmarais „ . . . 5 00 

Santa Fe, St. Micnael's College 24 00 

" Sisters of Loretto 5 00 

Cash ! 2 00 

NEW YORK. 

Albany, John C. Delahanty 10 00 

" R. A. Gordon 5 00 

Amsterdam, Rev. J. P. Mclncrow > 5 00 

Auburn, St. Mary's Schooll 10 00 

Brooklyn, Jas. McMahon 50 00 

St. Paul's Industrial School 40 00 

Sisters of Industrial School . 25 00 

St. Stepen's School : . 10 00 

Sisters of St. Joseph 19 00 

St. Charles' Borromeo School 10 00 

St. Mary's Assumption School 10 00 

St. Peters' School :..... 10 00 

Brooklyn, St. John's Home , 5 00 

St. Mary's Star of the Sea School 10 00 

St. Paul's School 10 00 

Rev. Martin Carroll 10 00 

" Miss Mamie Cox 5 00 

Continued next page. 



192 



FINAL REPORT CATHOLIC EDUCATIONAL EXHIBIT. 



Brooklyn, Matthew Kaicher 5 00 

u Sisters of St. Dominic (Melrose Street) 5 00 

Rev. J. H. Mitchell 5 00 

11 Mrs. Mary Kiernan . 5 00 

" Jos. Hennenlatter 5 05 

Buffalo, Rt. Rev. Mgr. Wm. Gleeson 15 00 

Sisters of St. Francis and School (East Buffalo) 10 35 

" Rev. J. Kreusch and Jesuit Fathers of St. Ann's Church 10 00 

Rev. James Keitz 10 00 

Geo. Doll 6 00 

u Rev. Chas. Schraus 5 00 

" Rev. P. Heelscher 5 00 

" Sisters of St. Francis ( Washington Street) 5 00 

Bernard Diebold 5 00 

Danville, Rev. Jas. H. Day 5 00 

Flatbush, L. I., Holy Cross School, E. Mackey 5 00 

Gardenville, Rev. F. X. Fromholzer 5 50 

Holly, St. Mary's Mission ^ 5 00 

Mt. Vernon, Convent of the Holy Cross 5 00 

New York City, Eugene Kelley 1,000 00 

Madams of the Sacred Heart (Mahattanville) 400 00 

John D. Crimmins 100 00 

Eliza M. Sloane 100 00 

Benziger Brothers 50 00 

John Mullaly 50 00 

P. O'Shea (Publishers) .' 25 00 

'Joseph Molloy 25 00 

E. Steiger 20 00 

Paulist Fathers, per Mgr. Brady 10 00 

John Rodrigue '. 10 00 

John J. Barry '.'. 10 00 

5 00 

5 00 

5 00 

5 00 

, 5 00 

5 00 

5 00 

5 00 

5 00 

Continued next page. 



Cathedral Library 

Josephine M. Hecker 

Chas. Lehritter 

Rev. P. F. McSweeny 

Rev. M. A. Cunnion 

Rev. John B. Leibfritz, C. S. S. R. . . 

Obernberg, Rev. F. Kirscher, O. S. F 

Oswego, Rev. M. Barry 

Redford, Rev J. N. Beaudry 



FINAL REPORT CATHOLIC EDUCATIONAL EXHIBIT. 193 

Rome, St. Peter's Academy •. . .<. 5 00' 

Schenectady, Sisters of the Holy Cross 5 00' 

Sisters of St. Joseph 5 00 

Troy, Catholic Male Orphan Asylum 5 00 

West Troy, Rev. Wm. F. Sheehan.". 5 00* 

Whitesboro, Rev. Thos. W. Rielly 5 00 

Yonkers, Thos. C. Correll 5 00 

" In small amounts from various sources 17 05 

NORTH DAKOTA. 

Fort Totten, Sisters of Charity, Indian Industrial School 5 00 

OHIO. 

Antwerp, Rev. Edwin P. Graham 5 00 

Athens, Rev. W. F. Boden 7 50 

Carthagena, V. Rev. H. Drees, C. PP. S 10 00' 

Cedar Point, Rev. H. Brinkmeyer 5 00 

Cincinnati, Madams of the Sacred Heart (Clifton) 100 00' 

Rev. P. B. English 5 00' 

" Rev. H. Ferneding : 10 00' 

Victor Knecht 5- 00 

Circleville, J. P. Smith 10 00> 

" Edward Smith 10 00 

Cleveland, Sisters of Notre Dame 30 00 

Rev. Wm. Becker, S. J 10 00 

44 Ursuline Academy 10 00 

Columbus, The Catholic " Columbian," 10 00 

Cumminsville, Rev. J. D. Kress 5 00 

Dayton, St. Mary's Institute, Rev. Jos. Wachesser 5 00 

" V. Rev. L. Beck, Brothers of Mary 5 00 

" National Military Home, Rev. Chas. S. Kemper 25 00 

Doylestown, Rev. E. W. J. Lindersmith 5 00 

Nottingham, V. Rev. Mgr. P. M. Boflf 5 00 

" Villa Angella Academy 25 00 

Sandusky, Cash ....... 2 00 

Tiffin, Ursuline Convent 5 00 

Toledo, Christian Hoffman ,.....: 5 00 

Willmington, Rev. Michael O'Donohue 5 00 

In small amounts 4 10 

Continued next page. 



194 FINAL REPORT CATHOLIC EDUCATIONAL EXHIBIT. ' 

OREGON. 

Mount Angel Benedictine Sisters 5 00 

PENNSYLVANIA. 

Beatty P. O., Rt. Rev. L. Scherer, O. S. B., St. Vincent's Abbey 50 00 

Bradford, Wm. Henley 5 00 

Brookville, Rev. John Link 5 00 

Erie, Rev. M. J. Decker 5 00 

Erie, Alois Nagosky 5 00 

Franklin, Rev. J. P. McCloskey 5 00 

Pern Rock, John Deegan '. 5 00 

Germantown, Rev. J. M. Moore, CM 25 00 

Homewood, John A. Oatman 5 00 

Kingston, Rev. John P. O'Malley 5 00 

Kersey, Rev. B. J. Raycroft 10 00 

Lancaster, John W. Lowell 5 00 

Media, Rev. P. A. Quinn 5 00 

Nesquehoning, Rev. Chas. A. Norris 005 

New Baltimore, Carmelite Fathers 5 00 

Nanticoke, Rev. B. Gramlewicz 20 00 

Oil City, Rev. Thos. Carroll , 5 00 

Overbrook, Rev. Hugh F. Henry, St. Charles Seminary 10 00 

Philadelphia, Mother M. Clement (Chestnut Hill) St. Joseph's Convent.. . 40 00 

Rev. F. J. Quinn 5 00 

Rev. P. R. McDermott 5 00 

Patrick Gill 10 00 

James Gill 10 CO 

Thomas Dillon 10 00 

Patrick McGinty 10 00 

Russell Thayer 10 00 

Rev. J. S. McShane, O. S. A 5 00 

H. M. Fox 5 00 

St. Peter's School 5 00 

Miss A. McFall 5 00 

John Fox 5 00 

Mrs. E. Heck 5 00 

John P. Murta • 5 00 

Rev. C. A. McEvay, C. S. A 5 00 

Continued next page 



FINAL REPORT CATHOLIC EDUCATIONAL EXHIBIT. 195 

Pittsburgh, W. A. Lanz , 5 00 

Rev. Jos. Rohe... .. 5 00 

Anton Specht 5 00 

Rev. Thos. Devlin 5 00 

Reading, Wm. A. AUgaier ; 5 00 

Reading, Jos. A. Allgaier 5 00 

Scranton, Rev. N. J. McManus 5 00 

Shamokin, John Clifford 5 00 

Shamokin, St. Stanislaus School 5 00 

Torresdale, Mrs. Morrell 20 00 

Wilkesbarre, Sisters of Christian Charity (Mallinckrodt Convent) 50 00 

Joseph C. Pflegher 25 00 

Miss Gussie John 5 00 

In small amounts : 11 00 

RHODE ISLAND. 

Providence, St. Mary's School (Sisters of Notre Dame) 6 10 

Providence, cash 1 00 

SOUTH CAROLINA. 

Columbia, cash (a Baptist) 1 00 

TENNESSEE. 

Clarksville, St. Mary's School (Dominican Sisters) 5 00 

Memphis, M. Gavin 25 00 

Wm. Horgan ; 10 00 

Christian Brothers College 10 00 

Mrs. Mary Babb : . . 5 00 

Stephen E. Rice : 5 00 

B, F. Carberry : : 10 00 

Thos. Kelly 5 00 

John S. Toof 5 00 

Nashville, Sisters' C. P. P. S 5 00 

TEXAS. 

Castro Ville, Sisters of Divine Providence 8 00 

Fredricksburgh, Rev. P. Zarllion 5 00 

Laredo, Rev. A, Lachon 5 00 

Rev. Louis Plane 5 00 

Cash TOO 

Continued next page. 



196 FINAL REPORT CATHOLIC EDUCATIONAL EXHIBIT. 

VERMONT. 

Barre, Rev. J. Brelivet 10 00 

Orwell, Rev. N. J. Lachance 5 00 

Rutland, Rev. N. Proulx 5 00 

VIRGINIA. 

Portsmouth, Joseph A. Parker 5 00 

WASHINGTON. 

Puyallup, Rev. John P. N. Rohlinger 5 00 

Seattle, Dominican Sisters 5 00 

Spokane, Rev. J. M. Cataldo, S. J 5 00 

Tulalip, Sisters of Charity 5 00 

WEST VIRGINIA. 

Wheeling, Sisters of Charity 5 00 

WISCONSIN. 

Dodgeville, Rev. And. Ambauen 5 00 

Rev. Theo. Hegemann 10 00 

Chippewa Palls, A. B. McDowell 5 00 

Kenosha, Anonymous 5 00 

John Belding 5 00 

La Crosse, St. Rose de Viterbo's Convent 5 OO 

Rev. K. G. Beyer 5 00 

Madison, Rev. John Ryan 5 00 

Medford, Rev. Aug. Birsner 5 00 

Mineral Point, St. Mary's School 15 22 

Milwaukee, Rev. P. N. Abbelen 10 00 

Rev. H. Niehaus 5 00 

Rev. Chas. Zaphiel 5 00 

Racine, St. Catherine's Academy 25 00 

Shawano, Rev. John Raster 5 00 

Stanton, Rev. P. J. Lavin 5 00 

St. Francis, Rev. H. Rhinhart 20 00 

Very Rev. J. Rayner ., 10 00 

Rev. Simod Seble 5 00 

Trich Mill, Emanuel Kabell 5 00 

Locality unknown, Rev. J. Benedict 10 00 

In small sums : 11 50 

Receipts, contributions from various sources $6,330 42 



FINAL REPORT CATHOLIC EDUCATIONAL EXHIBIT. 197 

EXPENSES. 
Including Printing, Postage, Etc., from First Meeting of Delegates 
October 8, 1890, to July 31, 1894. 

Paid contractors and carpenters erecting booths, lumber, hardware, etc. . . .$ 8.754 37 

* 
General expenses, including signs, dry goods for covering and lining booths. 

decorations, flags, telegrams, periodicals, papers and World's Fair 

literature, car fare, carriage hire, incidentals at the exposition 4.864 53 

Furniture, office outfit, etc 373 56 

Postage stamps; wrappers, etc 1,742 40 

Carpenters, packers and laborers 690 15 

Stationery and printing of pamphlets, circulars, bulletins, and services at 

printing establishments for wrapping and mailing 4.069 16 

Catalogue, printing, binding, plating, cuts, etc., two editions 1,259 90 

Express charges, freight and drayage 594 02 

Columbian library of Catholic authors, freight, customs, brokerage, Secre- 
tary work, etc ; 515 30 

Storage of empty cases 277 58 

Expenses for Catholic Education Day, Sept, 2. 1893 269 20 

Salaries of bookkeeper, stenographers, typewriters, watchmen, janitor, em- 
ployes, etc 4.650 36 

Engraving, printing, etc., of Archbishops' diplomas, postage and Clerks' 

expenses for same 870 05 

Making 113 negatives for photographic views, 8 by 10 226 00 

Sets of 120 Photographic View of the Cathoiic Educational Exhibits for 
Department of Liberal Arts, National Commission and Columbian 

Museum 154 00 

Sets of Photographic Views for Catholic Educational Exhibit, Dioceses 

and Exhibitors 173 20 

Terminal and Switching Charges 86 59 

Board, lodging and clothing of the Secretary and Manager 878 97 

Railroad fare, hotel bills and incidentals of travel 576 20 

Expenses of printing final report 793 00 

Total Expense, General Exhibit 831.792 54 



198 FINAL REPORT CATHOLIC EDUCATIONAL EXHIBIT. 

Expenses for Exhibits of the Archdiocese of Chicago 
from the Diocesan Committee's Report. 

Contractors for booths, archways, carpenter work, etc $ 5,144 85 

Wages to attendants and employes 1,225 00 

Decorations 300 28 

Furniture, glass cases, tables, etc 157 .75 

Teaming and express charges 132 95 

Music Catholic Education Day 25 00 

Storage empty cases . 90 00 

Photographs of exhibits 88 35 

Total expenses of Chicago Diocesan Exhibit $ 7,164 18 

Total expenses of Catholic Educational Exhibit : $38,956 72 



REC APITU lu ATIO N . 

RECEIPTS. 

Diocesan Exhibits, (from page 180) $ 18,672 47 

Contributions from Prelates, (from page 181) 4,344 84 

Religious Teaching Order Exhibits, (from page 182) 4,898 44 

Individual Exhibits and special accounts, (from pages 183 and 184 ) 5,002 70 

Contributions, as per printed list, (from page 197; 6,330 42 

Total receipts $39,248 87 



DEC 



EXPENSES. 

Secretary and Manager's statement $31,792 54 

Report Chicago Diocesan Committee 7,164 18 

Total expenses $38,956 72* 

Balance $ 292 15 

The balance, $292.15, is in due bills and promissory notes, and the amount wil] 
be collectable and available within the next five or six months. It can be used for 
postage, stationery and incidentals, which must always be met for a long time after 
an extensive work of this kind. There is also much work to be done in collecting 
and arranging the matter for the "History of Catholic Education in the United 
ates," and for which expenses there is no other fund at present. 

-0* 



%l 



FINAL REPORT CATHOLIC EDUCATIONAL EXHIBIT. I9f> 



Conclusion. 



In conclusion, I wish to express heartfelt thanks for the generous aid and co- 
operation by which I have been enabled to carry out the difficult work assigned me. 

To you, my very dear Bishop, I am profoundly grateful for your kind, prudent 
and wise direction in all matters relating to the Catholic Educational Exhibits. 

I also offer sincere thanks to the Most Reverend and Right Reverend 
Prelates, the Reverend Clergy, the Religious Teaching Orders, the Officials of the 
World's Columbian Exposition and National Commission, the Laity, the Press and 
all the Catholic Institutions of Learning who have in any way contributed to the 
success of the Exhibits. 

I have always regarded it a very high privilege to serve the cause of Christian 
education. 

Asking your blessing, I remain 

Very sincerely and gratefully, 



/^£w£X J(g^^& 



£l^s^ 



Secretary and Manager, Catholic Educational Exhibit. 



iisiiide:^c, 



ILLUSTRATIONS AND DIAGRAMS. 

PAGE. 

Aisle on East Side 120 

Archbishop Feehan"s Statue 67 

Bird's-eye View, World's Columbian Exposition 8 

Bishops' Memorial Hall, Notre Dame, Ind , . . ' 122 

Bishop Spalding's Portrait 118 

Carved Altar, Josephinum College, Columbus, Ohio 126 

Committee Catholic Educational Exhibit 6 

Catholic Protectory, New York 130 # 

De La Salle Institute, Chicago, Headquarters Catholic Educational Exhibit 4 

Discovery of America, Historical Views 10 

Liberal Arts Building in which the Catholic Ed. Exhibits were installed 9 

Mahattan College and De La Salle Institute, New York 130 

Mt. St. Vincent's Academy on Hudson, New York 136 

Notre Dame University, Notre Dame, Ind 122 

Parish Schools, New York 130-136 

Portrait of Secretary and Manager 140 

Pine Bluff, Arkansas Schools 122 

Seal of the Catholic Educational Exhibit 4 

School Sisters of Notre Dame, Milwaukee and Baltimore 122 

St. Nicholas School for Training Skilled Mechanics, Paris 130 

South Gallery, Liberal Arts Building 22 

Space, Catholic Educational Exhibit 24 

DESCRIPTIVE MATTER. 

Academies 142 

Awards, World's Columbian Exposition 16.~> 

Awards, Archbishops' Certificates 176 

Archbishops' Resolutions 175 

Art Schools 148 

Board of Directors 15 

Belgian Commissioners Appreciation 1.12 

Mons. Buisson's Opinion (French Delegate) 113 

Brothers of the Christian Schools (Exhibits from Europe) 155 

Christian Educator (A Noble Profession) 35- 



FINAL REPORT CATHOLIC EDUCATIONAL EXHIBIT. 201 

Christian Education (Appreciation by Popes, Prelates, etc.) 36 

Catholic Congress (Papers Read Concerning Catholic Education) 41 

Catholic Education Day (Celebration September 2, 1893) 71 

Catholic Education Day (Press Notices and Attendance ) 104 

Colleges with Classical, Scientific and Literary Courses 139 

Commercial Schools 142 

Commercial Colleges 145 

Columbus Club, Chicago (Gift of Album to Pope Leo XIII) 162 

Columbian Library of Catholic Authors 161 

Contributions, Arranged by States 193 

Colored Children (Schools for) 154 

Decorations, Flags, Bunting and Signs 27 

Director General Davis (Letter from) Ill 

Deaf Mute Schools 153 

Professor Edwards in " Catholic Family Annual." 1S94 131 

Ecclesiastical Seminaries 133 

Expenses 198 

Funds 178 

Formal Opening Catholic Educational Exhibits 64 

Archbishop Feehan's Address (Chicago Diocesan Exhibit) 69 

Archbishop Feehan's Address (Catholic Education Day ) 73 

Financial Statement — Recapitulation 198 

Thomas J. Gargan of Boston (Catholicity and Patriotism) 98 

Archbishop Hennessy's Address (Catholic View of Education) 76 

High Schools 142 

Hon. Win. T. Harris, Commissioner, (Letter from) 112 

Indian Schools 154 

Installation, Care of Exhibits, their value etc 26 

Halsey C. Ives, Chairman Fine Arts Committee, (Letter from) 51 

Industrial Schools 152 

Kindergarten Schools 153 

Locati n of Exhibits . . . ■ 25 

Brother Maurelian's Letter to the Fine Arts Committee 48 

Normal Colleges, Institutes, etc 135 

Origin of the Catholic Educational Exhibit, 1893 13 

Origin and Progress of Catholic Educational Exhibits 17 

Hon. M. J. O'Brien, New York Supreme Court. " What Catholics Have Done for 

Education in the United States 91 

John J. O'Shea's Illustrated Review in " The Catholic World " 117 

Officials National Commission and World's Fair, 1893 164 

Orphanages and Infant Asylums 153 



202 FINAL REPORT CATHOLIC EDUCATIONAL EXHIBIT. 

Pope Leo XIII (Letter to Bishop Spalding) 10 

Printed Circulars, Pamphlets. Catalogues, etc 19 

Prelates' Letters and Directions to Schools in their Dioceses 27 

Papers and Lectures on Catholic Education 40 

Protest Against Indecent Pictures 46 

Publishers of Text JBooks ^2 

Dr. S. H. Peabody's Address (formal opening) 65 

" " " " (Chicago Exhibit) 70 

" " " " (Catholic Education Day) 75 

" " " " Extract from Letter 112 

Press Notices 114 

Parish Schools 145 

Photographic Views of the Exhibit", 162 

Religious State (Estimate by Great Saints) 36 

Archbishop Ryan's Address (Vocation of the Christian Educator) 86 

Review of Exhibits 132 

Receipts from Diocesan Exhibits 180 

" " Prelates not having Diocesan Exhibits 181 

" " Religious Teachi .g Order Exhibits 181 

" " Individual Exhibits 182 

" " Sundry Sources 183, 184 

Bishop Spalding's Letter on Final Report " 11 

" " Writings during the World's Fair 42 

" " Plea for Pure Morals at the World's Fair 43 

" Address at the Formal Opening 65 

" " Address on Catholic Education Day 102 

Summary of Exhibits 63 

Special Exhibits (List of) 60 

Space 20 

Special Exhibits 154 

Statistics, Exhibits from 67 Dioceses 52 

" " " Religious Orders of Men 56 

" " " Secular Clergy , 57 

" " Religious Orders of Women 58 

" " k ' Lay Teachers, Men and Women 60 

" " of Con ntries Represented 64 

Catholic University of America. Washington, D. C 132 

Universities • • 1 38 






LIBRARY OF CONGRESS 




005 387 158 6 



